Teacher Professional Development Seen From Training Implementation, Teacher Empowerment and Teacher Mindset at Center of Development and Empowerment for Teacher and Education Personnel (PPPPTK) Medan

This study aims to portray the condition of teachers’ competencies and problems as well as the ongoing implementation of teacher professional development in Semarang district, Central Java. Based on the problem mapping found, the solution was obtained by involving the Education Institution of Education Personnel. This study used a survey approach in Semarang District which was carried out throughout 2016. Data collection was done by giving open questions to respondents and followed up with in-depth interviews. Respondents consisted of teachers, principals, and school supervisors. The results of the study showed that, in terms of the shortage of Civil Servant class teachers, the role of non Civil Servant class teachers was very large, namely 17% of the total class teacher needs. It means that if there is no non Civil Servant class teacher available then 17% of the study group does not get optimal learning services. 130 public elementary schools have a ratio of <= 16 students per study group. In those small schools the required class teachers are 757 teachers, the Civil Servant teachers available are 563 teachers. Those schools require 194 more teachers, meanwhile the non-Civil Servant teachers available are only 165 teachers. The other findings have not been analysed for its training needs, the performance evaluations have not been objective, there is some difficulty in finding the training funds and resource persons, the training activities are still sporadic, and monitoring and evaluation have not been done. It is recommended to do regrouping especially to be focused on the small schools. Small school is a school with a ratio of <= 16 students per study group. Implementing multigrade learning models in small schools is necessary because doing regrouping is not possible due to the geographical conditions. It is also necessary for the District Education Office and the Education Institution of Education Personnel to establish close cooperation, the lecturers can be consultants in the district, and the implementation of ongoing teacher professional development is carried out seriously in accordance with established guidelines and regulations.

Download Full-text

Creating Sustainable Project-Based Learning Through Teacher Professional Development

Handbook of Research on Educator Preparation and Professional Learning - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-8583-1.ch021 ◽

2019 ◽

pp. 378-389 ◽

Cited By ~ 1

Author(s):

Virginia McCormack

Keyword(s):

Professional Development ◽

Learning Environment ◽

Teacher Professional Development ◽

Educational Environment ◽

Project Based Learning ◽

Learning Tasks ◽

Professional Development For Teachers ◽

Teacher Mindset ◽

Teacher Professional ◽

Educational Collaboration

This chapter highlights the effectiveness of teacher professional development to expand and support the implementation of project-based learning. Teacher professional development is essential for the growth of teacher content comprehension in the educational environment, confidence, and refining instructional learning segments. The purpose was to increase the capacity and implementation of project-based learning through teacher professional development that afforded distinctive methods in which teachers acted as a team with a variety of learning tasks, assessments, tools and materials. Consideration was given to educational collaboration and support, the influence of teacher mindset and self-certitude, resource impediments, and improving student participation. The results denoted valuable inferences of how professional development for teachers could guide the function of project- based learning in the learning environment.

Download Full-text