Professional development as viewed by EFL teachers at lower secondary schools
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Published:
Oct 30, 2020
Keywords:
professional development, EFL teachers' view, public and private school
Main Article Content
(1) * Sri Rachmajanti
Universitas Negeri Malang
Indonesia
(2) Gunadi Harry Sulistyo
Universitas Negeri Malang
Indonesia
(3) Fika Megawati
English Language Education, Faculty of Psychology and Education, Universitas Muhammadiyah Sidoarjo
Indonesia
(4) Ayu Alif Nur Maharani Akbar
Universitas Negeri Malang
Indonesia
(*) Corresponding Author
Abstract
In the developed world, teachers are compelled to be professional in handling instructional process for students’ optimum learning. There are many ways for teacher professionalism. This study deals with an exploratory survey to probe EFL teachers’ views of teacher professionalism at the public and private lower secondary levels of education on the areas for professional development or learning. A number of 302 EFL teachers of the lower secondary level of education are conveniently drawn from a number of cities/regencies as samples of the present study representing EFL teachers with diverse teaching experiences in East Java. A questionnaire was developed to collect data on their ideas connected with aspects of developing themselves professionally. The results of the present study are discussed pertaining to EFL teacher normative responsibilities and concepts on professional development/learning. Pedagogical and theoretical implications of the findings are drawn with reference to the context of English instruction.
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How to Cite
Rachmajanti, S., Sulistyo, G. H., Megawati, F., & Akbar, A. A. N. M. (2020). Professional development as viewed by EFL teachers at lower secondary schools. JEES (Journal of English Educators Society), 5(2), 205-212. https://doi.org/10.21070/jees.v5i2.964
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Copyright (c) 2020 Sri Rachmajanti, Gunadi Harry Sulistyo, Fika Megawati, Ayu Alif Nur Maharani Akbar
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Rachmajanti, S., Sulistyo, G.H., Suharyadi, Nurisnaini, A. (2018). Developing ELT Teachers Professionally towards Scaffolding Roles: Reflecting on their Standing SWOT. ICLI International Procedings. Malang: UniversitasNegeri Malang.
Rahman, F., Jumani, N.B., Akhter, Y., Chisthi, S.H., Ajmal, M. (2011). Relationship between Training of Teachers and Effectiveness Teaching, International Journal of Business and Social Science,2(4), pp. 150-160.
Rozati, F. (2017).Relating EFL teachers’ professional and institutional identity to their teaching efficacy.Issues in Educational Research, 27(4), 2017, 859-872.
Snoek, M. (2009).Teacher Quality in Europe. A paper presented in at the ATEE conference 2009, Mallorca, August 2009.
Stevenson, M., Hedberg, J.G., O’Sullivan, K.A., Howe, C. (2016). Leading learning: The role of school leaders in supporting continuous professional learning. Professional Development in Education, 42(5), 818-835.
Syahrudin, s., Ernawati, A., Ede, M.N., Daud, K., Rahman, M.A.B.A., &Sihes, A.(2013). Teacher’s Pedagogical Competence in School-Based Management. Journal of Education and Learning 7(4), 213-218.
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Utami, I.G.A.L.P, Saukah, A., Cahyono, B.Y., &Rachmajanti, S.2017. Levels of Involvement in the English Teachers’ CPD (Continous Professional Development): The Degree of Professional Enthusiasm. The Journal of Asia TEFL.Vol.12(2), 336-345.
----------------. (2007). Permendiknas No. 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru. Jakarta: Depdiknas.
Ambler, T.B. (2016). The day-to day work of primary school teachers: A source of professional learning. Professional Development in Education, 42 (2), 276-289.
Archibald, S., Coggshall, J. G., Croft, A., &Goe, L. (2011).High-quality professional development for all teachers: Effectively allocating resources. Research & Policy Brief.National
Comprehensive Center for Teacher Quality. Retrieved on 2 August 2020 from http://files.eric.ed.gov/fulltext/ED520732.pdf .
Barber, M.&Mourshed, M. (2007).How the world’s best-performing schools come out on top, London:McKinsey.
Beltran, M.&Peercy, M.M. (2014). Collaboration to teach English language learners: Opportunities for shared teacher learning. Teachers and Teaching: Theory and Practice, 20(6), 721-737.
Bissonnette, J. D., &Caprino, K. (2015). A look at ıneffective and effective professional development: Moving toward action research. Mid-Atlantic Education Review, 2(1), 2328-3610.
Calvert, L. (2016). Moving from compliance to agency: What teachers need to make professional learning work. Oxford, OH: Learning Forward and NCTAF. Retrieved on 9 September 2020 from https://nctaf.org/wp-content/uploads/2016/03/NCTAF-Learning-Forward_Moving-from-Compliance-to-Agency_What-Teachers-Need-to-Make-Professional-Learning-Work.pdf.
Campana, J. (2014). Learning for work and professional development: The significance of informal leraning networks for digital media industry professionals. International Journal of Training Research, 12(3), 213-226.
Cerbin, B. (2011). Lesson study: Using classroom inquiry to improve teaching and learning in higher education. Sterling, VA: Stylus Publishing, LLC.
Cheung, W.M., & Wong, W.Ye. (2014). "Does Lesson Study work?: A systematic review on the effects of Lesson Study and Learning Study on teachers and students", International Journal for Lesson and Learning Studies, 3 (2), 137-149, https://doi.org/10.1108/IJLLS-05-2013-0024.
Cox, J. (2018)."What Is the Role of a Teacher?" Retrieved on 9 August 2020 from Thought Co, Dec. 24, thoughtco.com/what-is-the-role-of-a-teacher-2081511.
Darling-Hammond, L. Hyler, M. E., & Gardner, M. (2017). Effective Professional Development.Research Brief.Palo Alto, CA: Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_BRIEF.pdf.
Doecke, B., Parr, G. & Sawyer, W. Eds. (2014).English teacher professional learning: Learning to be creative and learning to become, creatively. In Language and Creativity in Contemporary English Classrooms. Putney NSW: Phoenix Education Pty Ltd.
Gall, M.D., Gall, J.P., & Borg, W.R. (2007).An Introduction to Educational Research.Eighth Edition. New York: Pearson.
Godfrey, D.,Seleznyov, S., Anders, J.,Wollaston,N.,& Barrera-Pedemonte, F. (2019) A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools, Professional Development in Education,45:2, 325-340, DOI: 10.1080/19415257.2018.1474488.
Jones, M.(2003).Reconciling Personal and Professional Values and Beliefs with the Reality of Teaching: findings from an evaluative case study of 10 newly qualified teachers during their year of induction, Teacher Development, 7 (3), 385-401. Retrieved on 9 September 2020 from https://www.tandfonline.com/doi/pdf/10.1080/13664530300200206
Harrison, C.,&Killion,J. (2007).Ten Roles for Teacher Leaders.Teachers as Leaders65 (1), 74-77.Retrieved on 3 March 2019 from http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx.
Harmer, J. (2009). The Practice of English Language Teaching. Fourth Edition. Cambridge: C Cambridge University Press.
Kent, A.M. 2004. Improving Teacher Quality through Professional Development.Education, 124 (3), 427-435.
Keller, T. (2011).The Various Roles of the Teacher in the English Classroom, Munich, GRIN Verlag, Retrieved on 9 September 2020 from https://www.grin.com/document/319479.
Labone, E., & Long, J. (2016). Features of effective professional learning: A case study of the implementation of a system-based professional learning model. Professional Development in Education, 42(1), 54–77.
Lewis, C. &Hurd, J. (2011) Lesson study step by step: How teacher learning communities improve instruction. Portsmouth, NH: Heinemann.
Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. London: Routledge.
Nurichsania, N.A.&Rachmajanti, S. 2018. Pre-service Teachers’ Self Reflection on their Pedagogical Competences upon Joining the SM-3T Program.Proceedings of the 15th ASIA TEFL and 64th TEFLIN International Conference on English Language Teaching. New York: Routledge Taylor &Francis Group.
Michel, H.A. (2013). The First Five Years: Novice Teacher Beliefs, Experiences, and Commitment to the Profession. An unpublished dissertation submitted to University of California, Sandiego. Retrieved on 11 September 2020 from https://escholarship.org/uc/item/3cq6954m.
Rachmajanti, S., Sulistyo, G.H., and Suharyadi. (2017). English Teacher Professional Development Training Practices: Lessons Learned from Indonesian Context. A paper presented in ISoLEC 2017 – International Seminar on Language, Education, and Culture, Organized by Faculty of Letters, UniversitasNegeri Malang, Malang, October 25-26, 2017.
Rachmajanti, S., Sulistyo, G.H., Suharyadi, Nurisnaini, A. (2018). Developing ELT Teachers Professionally towards Scaffolding Roles: Reflecting on their Standing SWOT. ICLI International Procedings. Malang: UniversitasNegeri Malang.
Rahman, F., Jumani, N.B., Akhter, Y., Chisthi, S.H., Ajmal, M. (2011). Relationship between Training of Teachers and Effectiveness Teaching, International Journal of Business and Social Science,2(4), pp. 150-160.
Rozati, F. (2017).Relating EFL teachers’ professional and institutional identity to their teaching efficacy.Issues in Educational Research, 27(4), 2017, 859-872.
Snoek, M. (2009).Teacher Quality in Europe. A paper presented in at the ATEE conference 2009, Mallorca, August 2009.
Stevenson, M., Hedberg, J.G., O’Sullivan, K.A., Howe, C. (2016). Leading learning: The role of school leaders in supporting continuous professional learning. Professional Development in Education, 42(5), 818-835.
Syahrudin, s., Ernawati, A., Ede, M.N., Daud, K., Rahman, M.A.B.A., &Sihes, A.(2013). Teacher’s Pedagogical Competence in School-Based Management. Journal of Education and Learning 7(4), 213-218.
Teaching Council.(2012). Code of Professional Conduct for Teachers.Maynooth: Author.Retrieved on 9 September 2020 fromhttps://www.teachingcouncil.ie/en/Fitness-to-Teach/Updated-Code-of-Professional-Conduct/
Utami, I.G.A.L.P &Prestridge, S. (2018). How English Teachers Learn in Indonesia: Tension between Policy-driven and Self-driven Professional Development. TEFLIN Journal, 29(2), 245-265.
Utami, I.G.A.L.P, Saukah, A., Cahyono, B.Y., &Rachmajanti, S.2017. Levels of Involvement in the English Teachers’ CPD (Continous Professional Development): The Degree of Professional Enthusiasm. The Journal of Asia TEFL.Vol.12(2), 336-345.