How Do Indonesian Professional English Teachers Develop Their Pedagogical Competence in Teaching Implementation?

Abstract

This article aims to investigate what kinds of Professional Development (PD) activities done by Indonesian professional English teachers in developing their pedagogical competence dealing with teaching implementation as well as to identify how those activities contribute to their competence development. This qualitative study was done in two stages namely subjects selection and investigation on the subjects' professional development for their pedagogical competence in teaching implementation. The criteria of subjects selection have reflected the four competences that professional teachers need to possess which include personal, social, pedagogical and professional competences. The data collection was done by using questionnaire, interview guide, observation sheet. This study involves four selected professional English as a Foreign Language (EFL) teachers from Malang city, Malang Regency, and Batu town. The results show that PD activities done by the subjects include having discussion with colleagues, joining teacher association forum, attending seminars and workshops, taking courses, doing research, reading relevant sources, surfing the net,and doing team teaching. The ways how the subjects learn cover doing reflection, taking and giving feedback, discussing, broadening knowledge, researching, and problem solving. Referring to the limitation of this study, future researchers are recommended to do further study involving other aspects of pedagogical competence development, particularly the ones dealing with teaching preparation and evaluation on students learning.

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

“…The most popular approach to enhancing professionalism is traditional face-to-face teacher professional development (TPD) such as seminars, workshops, and trainings (see Irmawati, Widiati, & Cahyono, 2017;Utami & Prestridge, 2018). This approach, unfortunately, is "designed as mandatory for particular career stages (e.g., the new academic) or voluntary one-off events around a particular topic or innovation" (Dean, Herden-Thew, Delahunty, & Thomas, 2019, p. 50) which limits the freedoms of teachers to choose suitable TPD activities anytime and anywhere.…”

Unraveling the Challenges of Indonesian Novice Teachers of English

“…By contrast, in the Indonesian context, much research on teachers that has been done mostly focuses on experienced teachers and professional teachers who have received teacher certificates (see, e.g., Abdullah, 2015;Amin, 2014;Anugerahwati & Saukah, 2010;Irmawati, Widiati, & Cahyono, 2017;Rido, Nambiar, & Ibrohim, 2016). Abdullah (2015), for example, investigated the influence of English teacher certification program in Indonesia on inservice teacher learning.…”

“…Earlier, Amin (2014) identified factors that led English teachers to deserving a professional title. Irmawati, et al (2017) reported on various activities undertaken by professional English teachers in improving their pedagogical skills. Anugerahwati and Saukah (2010) and Rido, et al (2016) conducted research similar in purpose, that is, exploring the journey of professional English teachers, but different in contexts, one in general schools and the other in vocational school.…”

How EFL Teachers Deal with Pedagogical Competence Development for the Teaching of Writing: A Study on Higher Educational Level in Indonesian Context

“…Researchers have focused on English teacher professionalism, for instance Kolo (2006), Anugerahwati (2009), Mustofa (2011), Husein (2013), Amin (2013), Priajana (2015) and Irmawati (2017). Kolo (2006), Anugerahwati (2009), Mustofa (2011) and Husein (2013) discussed profile of professional English teachers.…”