Mentoring as an Effective Practice of Teacher Professional Development Managing in the Continuous Pedagogical Education System

Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.

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Re‐sourcing mathematics teaching through professional development

Pythagoras ◽

10.4102/pythagoras.v0i72.17 ◽

2010 ◽

Vol 0 (72) ◽

Author(s):

Helena Miranda ◽

Jill Adler

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Education System ◽

Mathematics Teacher ◽

Mathematics Teaching ◽

Teaching And Learning ◽

Development Project ◽

Teacher Professional ◽

Mathematics Teacher Professional Development ◽

Algebra Learning

In any education system, curriculum alone cannot fulfill reform demands imposed onto teachers to help learners make meaning of subject contents they learn. This paper revisits the notion of resources as explored in a mathematics teacher professional development project that focused on algebra learning. As a way to promote the use of manipulatives in teaching and learning algebra, the project introduced algebra tiles to participating teachers and investigated how the tiles facilitated the enaction of algebraic meanings. The participating teachers learned different ways of helping learners interpret and solve algebraic problems, with the use of algebraic tiles.

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Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades

10.35489/bsgrisewp_2020/054 ◽

2020 ◽

Author(s):

Shintia Revina ◽

Rezanti Putri Pramana ◽

Rizki Fillaili ◽

Daniel Suryadarma

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Teacher Quality ◽

Education System ◽

Teaching Practice ◽

Continuing Professional Development ◽

System Level ◽

Middle Income ◽

Factors Affecting ◽

Teacher Professional

Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.

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LEGISLATIVE SUPPORT OF TEACHER PROFESSIONAL DEVELOPMENT IN UKRAINE

UNESCO Chair Journal "Lifelong Professional Education in the XXI Century" ◽

10.35387/ucj.2(2).2020.13-17 ◽

2020 ◽

pp. 13-17

Author(s):

Кирил Котун

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Education System ◽

Postgraduate Education ◽

Community Leader ◽

Educational Institutions ◽

Functional Activities ◽

Teacher Professional ◽

Legislative Support ◽

Agent Of Change

Modern education acquires qualitative transformations, adapting to new conditions. Institutions of postgraduate pedagogical education and methodological services are undergoing a thorough reorientation, to overcome a number of stereotypes in the system of teacher professional development before calling for educational services to improve the skills of newly established professional educational associations and NGOs. However, today not only is the problem of inconsistency of the current education system with new needs exacerbated, but also traditions and connections are being broken. Therefore, it is necessary to maintain cooperation between educational institutions and build new cooperation with communities in the regions, without losing the potential of institutions of postgraduate pedagogical education. The New Ukrainian School is changing the entire education system and the teacher, who must be an agent of change, a provider of educational reform, a community leader. These changes affect the system of postgraduate education, causing a new content and technological burden on the teacher professional development. The basis of teacher professional development is the awareness of all transformations in education as a natural need to constantly improve their skills, to form and develop a professional worldview and pedagogical consciousness. The ar-ticle outlines the features of legislative support for the teacher professional development in Ukraine. Several ways of implementing parts of the new law of Ukraine "On Education" on teacher professional development are substantiated (for example, change of forms of teacher professional development, change of mentality, financing of professional development, formation of a plan of teacher professional development etc.). The functional activities of the future Centres for Teacher Professional Development, which will replace the current methodical offices, as well as the concept of "professional development" are briefly outlined.

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