Teachers’ perceptions of continuing professional development: a study of vocational high school teachers in Indonesia

Widayati, Ani; MacCallum, J.; Woods-McConney, Amanda

doi:10.1080/13664530.2021.1933159

Cited by 18 publications

(17 citation statements)

References 25 publications

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“…Teachers must also have their own awareness to participate in the various trainings and forums held. This is in accordance with the opinion that professional development is an independent development (Widayati et al, 2021).…”

Section: F-testsupporting

confidence: 92%

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Professional development and interpersonal communication: Influence on vocational teachers teaching performance

Ahmad

Rochimah

2022

jpv

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This research was conducted to see the impact of professional development and interpersonal communication on the teaching performance of vocational teachers in Wast Cikarang. The research method used is the survey method and data examination, namely multiple linear regression. The populace in this research was 119, with Slovin's Formula with 5% of significance level, then the research sample obtained was 92 Vocational teachers. Data collection techniques using questionnaires and hypothesis testing using t-test and F test. The outcome of this calculation shows that professional development and interpersonal communication on teacher teaching performance have simultaneous effects as indicated by the Fcount 34,453 Ftable 3,10 and the significance value 0,000 0,05. The large effect of professional development and interpersonal communication on teaching performance is shown throughout the coefficient determination of 0,443 or 44,3% with the influence of professional development variables of 13.9% while interpersonal communication variables of 30.2%.

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Section: F-testsupporting

confidence: 92%

“…So that it is needed by vocational school teachers today, namely the awareness to increase their respective professionalism to face online learning starting from participating in training or research. This is following the opinion that professional development is an independent development activity (Widayati et al, 2021).…”

Section: Introductionmentioning

confidence: 62%

Professional development and interpersonal communication: Influence on vocational teachers teaching performance

Ahmad

Rochimah

2022

jpv

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“…This means that there is a discrepancy in the teacher's perception of her current CPD implementation and her CPD implementation as it should be. These results are relevant and similar to the results of a preliminary study conducted [12] [13]. Meanwhile, the goals and focus of CPD are almost always determined by the principal, there should be an agreement between the principal and the teacher in choosing the purpose, form and focus of CPD activities, because it will have an impact on teachers [14].…”

Section: A Level Of Suitability Gap In the Implementation Of Cpd Aspectsupporting

confidence: 86%

Implementing Continuing Professional Development Programs: Perceptions of Civil Servant Vocational Teachers at State Vocational High Schools

Muksin¹,

Daryanto²,

Monantun³

2023

Proceedings of the 5th International Conference on Vocational Education and Technology, IConVET 2022, 6 October 2022, Singaraja

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The main purpose of this study is to describe the perceived competencies and gaps of Civil Service Vocational School teachers at State Vocational Schools (SMKN) implementing Continuing Education Programs (CPD) in the context of Indonesian policy. The surveyed population was civil service vocational teachers of the Vocational Schools (SMKN) who taught vocational areas. Surveys are used to collect data and analyze data with descriptive statistics, using comparative hypothesis testing (t-tests) with pairwise difference tests. Her seven dimensions of adequacy and gap levels in the implementation of CPD program policies consist of:(1) Understanding CPD. (2) Purpose and Benefits of CPD. (3) CPD patterns and activity. (4) CPD Content. (5) CPD support. (6) Effects of CPD. ( 7) her CPD performance of the teacher; The average score for the seven-sided gap is 0.75 points. The seven-sided fit value was assessed as 80%. This indicates that there is still a 20% gap in the implementation of CPD program policies by his VET teachers in the public sector. in the meantime. The largest discrepancy in implementing the additional training concept with a value of 0.85 points or achieved fitness value is 76.96% in terms of additional training support. We also find differences in the implementation of program guidelines for in-service teacher training based on the results of the paired-sample t-test. From this it can be concluded that there should be a difference in the current state of implementation regarding aspects of programs and political further training measures for teachers of public sector vocational schools. This means that there is a discrepancy in teachers' perceptions of current CPD practices and what CPD practices should be.

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“…Sweden DOI: https://doi.org/10.2478/ristal-2022-0112 (Wermke, 2011), the survey results are not expected to be much different. Additionally, some findings have also relevance to countries all over the world as in most countries teachers' CPD is required (Tannehill et al, 2021;Widayati et al, 2021;Somantri & Iskandar, 2021). The findings therefore deserve serious attention in various respects and perhaps also should serve as a wake-up call.…”

Section: Introductionmentioning

confidence: 90%

(How) Can didactic research find its way into the classroom? Results from a questionnaire survey on the lesson preparation and continuing professional development of German teachers

Brommer

Weinhold

Sowinski

2022

Research in Subject-Matter Teaching and Learning (RISTAL)

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The gap between research about education and teaching practice is well-known in most subjects/disciplines. A nationwide online questionnaire survey regarding which sources German-language teachers use for lesson preparation and what in-service training opportunities they perceive may shed light on how research findings can be incorporated into classroom practice. These are some of the results from the 403 responses: In-service training courses are popular, but judged to be of little use. Social media offers are frequently used and assessed as helpful – despite the often poor quality, which teachers do not necessarily recognise. Therefore subject didactics should rethink certain traditions and explore new ways of reaching teachers. Because teachersʼ pracƟces of lesson preparaƟon tend to be idiosyncratic rather than determined by the subject matter, the findings from the survey are equally relevant and useful for all subjects and can contribute to a better alignment of subject science, subject didactics and teaching practice.

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Teachers’ perceptions of continuing professional development: a study of vocational high school teachers in Indonesia

Cited by 18 publications

References 25 publications

Professional development and interpersonal communication: Influence on vocational teachers teaching performance

Professional development and interpersonal communication: Influence on vocational teachers teaching performance

Implementing Continuing Professional Development Programs: Perceptions of Civil Servant Vocational Teachers at State Vocational High Schools

(How) Can didactic research find its way into the classroom? Results from a questionnaire survey on the lesson preparation and continuing professional development of German teachers

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