Professional development as viewed by EFL teachers at lower secondary schools


  • (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.

Downloads

Download data is not yet available.

Author Biographies

Sri Rachmajanti, Universitas Negeri Malang

Prof. Dr. Sri Rachmajanti, Dip. TESL., M.Pd. is a professor at Universitas Negeri Malang, Indonesia. In 2011 she obtained the government grant to be a visiting scholar in University of Pittsburgh, USA to survey laboratory schools as bench marking. Since 2009 she has devoted her career in managing the university-based laboratory schools. In 2018 she was granted by IsDB to be a visiting scholar at Monash University in Australia. She has been involved in research projects focusing on pedagogical matters and continuous professional learning of ELT teachers.

Gunadi Harry Sulistyo, Universitas Negeri Malang

Prof. Dr. Gunadi Harry Sulistyo, M.A. is a professor at Universitas Negeri Malang, Indonesia. His areas of academic interests include Language (English) Learning Assessment, ELT Research Methodology, Research Statistics in ELT, ELT Writing, and ELT. In 2019 he was granted by IsDB to be a visiting scholar at Waseda University, Tokyo, Japan. He has been conducting a number of ELT-related research projects such as continuous professional learning of ELT teachers, EFL instructional materials development, as well as community social services on ELT to a number of ELT teacher communities.

Fika Megawati, English Language Education, Faculty of Psychology and Education, Universitas Muhammadiyah Sidoarjo

Fika Megawati obtained her master degree in ELT from Universitas Negeri Malang, Indonesia. Her professional experiences include being an English lecturer in Universitas Muhammadiyah Sidoarjo. She has been involved in research projects focusing on Continuous Professional Development for ELT teachers and pre-service teachers. 

 

Ayu Alif Nur Maharani Akbar, Universitas Negeri Malang

Ayu Alif Nur Maharani Akbar obtained her master degree in ELT from Universitas Negeri Malang, Indonesia. Her professional experiences include being a pre-school English teacher in First Step to English, Malang and being Support Service Academic of Cambridge Centre ID110 Yayasan BPLP Universitas Negeri Malang, Malang. She has been involved in research projects focusing on Language (English) Learning Assessment, English for Young Learners, Second Language Acquisition, and Continuous Professional Development for ELT teachers

 

References

----------------. (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen. Jakarta: Depdiknas.
----------------. (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.
Picture in here are illustration from public domain image (License) or provided by the author, as part of their works
Published
2020-10-30
 
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
Section
Articles