How English Teachers Learn in Indonesia: Tension Between Policy-Driven and Self-Driven Professional Development

Abstract

Professional Development (PD) and Professional Learning (PL) are established terms which are used interchangeably but theoretically have notable differences. The former is formally and externally designed while the latter is more informal and self-directed. These differing characteristics have not been observed in the context where PD is normally governed by government policy. As such, there is little to no research on Indonesian English teachers’ practice, preferences and dispositions for PD or PL. A qualitative study was conducted involving four English teachers from Indonesia who demonstrated active participation in professional development and professional learning activities. Developmental interviews were the main source of data. The study showed distinct variance in these teachers’ preference and action for PL through online networks, self-chosen PD and knowledge-sharing interactions with their colleagues. The study observed compliant dispositions and indifferent dispositions towards school PD policy. The study suggests the need to shift compliancy and policy measures from formal school based professional development to include online professional learning opportunities that the teachers initiate, with the integration of both approaches needing further research and development.

Weighing Up Contextual and Personal Factors in Selecting Grammar Teaching Approaches: A Case Study from Indonesia

“…Thus, grammar teaching needs to be integrated in teaching language function or in reading text discussion. Utami and Prestridge [29] viewed that teachers are inclined to have two different disposition to respond to educational policy. They may act following compliant disposition or indifferent disposition.…”

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

“…In addition to offline PD activities, EFL teachers self-directedly carry out several OTPD activities such as chatting, engaging themselves in PD communities, getting their ideas posted on social media, browsing through websites, reading articles, participating in online courses, presenting in webinars, and adapting or adopting teaching materials from the internet. Their OTPD experiences are primarily focused on acquiring knowledge and skills, with some knowledge or resource sharing thrown in for good measure (Utami & Prestridge, 2018).In a survey of 156 EFL teachers, 145 teachers select web-browsing, 116 teachers choose sharing with colleagues, 93 teachers prefer experience reflection, 46 teachers pick reading books or e-books, and 15 teachers choose conducting research. It indicates that most EFL teachers choose web-browsing as their PD activity and only few EFL teachers choose conducting research (Utami, 2019).…”

“…Online PD communities which are subject specific or pedagogical specific can function as further learning environments. Web browsing also gives advantages in terms of what is available in the world (Utami & Prestridge, 2018). Globally, various online spaces and social media sites are very valuable as being the venues where teachers enhance themselves professionally.…”

Pedagogical Conditions for the Effective Formation of Creative Thinking of Art Students

“…Leontyev considers that mental activity, as well as practical activity, is carried out by means of practical operations, i.e., ways of action performance that in consequence is called theoretical activity, which is connected with theoretical thinking. Theoretical thinking has essentially unlimited potential of penetration into reality [15]. It is carried out in allocating and analyzing a basic contradiction of the studied situation or a solvable task.…”