Community-based teacher professional development in remote areas in Indonesia

Harjanto, Ignatius; Lie, Anita; Wihardini, Diah; Pryor, Laura; Wilson, Mark

doi:10.1080/02607476.2017.1415515

Cited by 30 publications

(26 citation statements)

References 17 publications

(18 reference statements)

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“…More emphasis needs to be placed on developing teacher education and systematically improving and ensuring the general quality of pre-service teacher programs. This is especially necessary for improving science education outcomes for K-12 students (Harjanto, Lie, Wihardini, Pryor, & Wilson, 2018).…”

Section: Strengthening Teacher Preparation and Professional Developmentmentioning

confidence: 99%

Science education in Indonesia: past, present, and future

Faisal

Martin

2019

Asia Pac. Sci. Educ.

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The purpose of this paper is to describe pre-and in-service science teacher education and science education research in Indonesia in an effort to better inform the international science education community about historical developments and present challenges. We begin by providing an historical overview of the general education system to provide readers with context needed to understand current reform initiatives. Next we describe the current-day process for preparing and certifying science teachers and we describe some of the challenges facing teachers, students, and researchers in Indonesia's science education context today. We follow this discussion with an introduction to some existing professional organizations for teachers and researchers in Indonesia that are working to develop important channels for disseminating current research on teacher practice, curriculum innovation, and student learning that have the potential to positively influence on teaching and learning in the future. We conclude by highlighting some areas that would benefit from additional research and by inviting more international collaborative research initiatives with colleagues in the Asia-Pacific region and beyond.

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Section: Strengthening Teacher Preparation and Professional Developmentmentioning

confidence: 99%

Science education in Indonesia: past, present, and future

Faisal

Martin

2019

Asia Pac. Sci. Educ.

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“…In Indonesian context, the certification program aims at improving the teacher's knowledge and teaching skills. It also serves as 'an official recognition quality for teachers who have reached the standards endorsed by the education authorities and serves as a mark of a teacher's competence in subject-matter knowledge and teaching methodology' [10]. Thus, the teacher who has passed the certification program, the certified teacher, is recognized as the qualified and competent teacher while non-certified teacher is less-skilled teacher.…”

Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Beliefs and Practices About Learner Autonomy

Nurhayati¹,

Jambari²,

Nehe³

et al. 2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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This paper aims to find out the certified and non-certified teachers' beliefs and practices about learner autonomy in the EFL classroom. The findings revealed that there is not a huge differences between the certified and noncertified teachers' beliefs and practices of learner autonomy. It was also found that both the certified and non-certified teachers' understanding about learner autonomy are not salient with the literature.

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“…Although they know well how to transfer their content knowledge (pedagogic), having a restricted mastery on content they teach will affect the students" mastery on content as well. In addition, World Bank research results also indicate the weaknesses of teacher competences in the subject matter (content knowledge) even though some TPD programs have been carried out for them [2,6,7]. This condition still leaves a wide space for educational researchers and practitioners to formulate programs that assist teachers to improve their content and pedagogical knowledge [8,9,10,11].…”

Section: Introductionmentioning

confidence: 99%

A Rasch Model Analysis on Designing Needs-Based Teacher Professional Development Programs

Kadaryanto¹,

Madya²,

Ashadi³

2020

Proceedings of the International Conference on Educational Research and Innovation (ICERI 2019)

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Teacher professional development programs (TPDs) have always become an interesting topic of discussions in the body of teachers' professionalism literature. Over a decade of the Teachers and Lecturers Act enactment in Indonesia, professional development (PD) programs yielding teachers who possess pedagogical, professional, personality, and social competences as insisted by the Act remain questioned. This study aims at analysing teachers' needs-based PD programs and validating the used needs analysis instrument in a Rasch Measurement Model. Fifty-five teachers representing each sub-district in Pesisir Barat district, Lampung, Indonesia were involved in a focused group discussion guided by an instrument for PD needs analysis. The instrument was developed on four factors; PD Participation, PD impacts, PD needs, and PD frequencies, and then validated by using Rasch Measurement Model for the reliability, validity, variable map, as well as persons and items analysis report. The findings suggest the necessity to consider teachers PD experience, impact, needs, as well as modes of professional activities in designing PD programs.

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Community-based teacher professional development in remote areas in Indonesia

Cited by 30 publications

References 17 publications

Science education in Indonesia: past, present, and future

Science education in Indonesia: past, present, and future

EFL Teachers’ Beliefs and Practices About Learner Autonomy

A Rasch Model Analysis on Designing Needs-Based Teacher Professional Development Programs

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