Advertisement

Asia Pacific Education Review

, Volume 20, Issue 4, pp 673–686 | Cite as

Restrictive versus facilitative teacher professional development: a case from three public schools in Indonesia

  • Abdul RahmanEmail author
Article

Abstract

This paper argues that the professional learning of teachers is shaped and conditioned by the circumstances, arrangements, and specificity of teacher professional development (TPD) learning activities or programs of a particular context or system. Specifically, this research reveals how practices of TPD programs in Indonesia influence teachers’ professional learning perceptions and practices. This research draws on a larger multiple-case-study research that looks into the influences, and possible interplay, of teacher characteristics, TPD learning activities, and schools on teacher professional learning in Indonesia. This paper reports findings of the research question that investigates teachers’ perception towards TPD learning activities that they have been involved in during the 18-month period prior to participating in the research project. The results show that teachers participate in various forms/types of TPD learning activities that can be (1) formal, designed, and mandated by parties external to teachers; (2) informal, voluntary, and incidental, arising from teachers’ daily practices and interpersonal communication and interaction with others; and (3) can also be either personal or collaborative as a professional learning undertaking. “Restrictive” and “facilitative” TPD are the two conflicting themes that represent the influences of practices of TPD programs in Indonesia.

Keywords

Professional learning Case study Teacher professional development Indonesian teachers 

Notes

References

  1. Avalos, B. (1985). Training for better teaching in the third world: Lessons from research. Teaching and Teacher Education, 1(4), 289–299.  https://doi.org/10.1016/0742-051X(85)90017-4.CrossRefGoogle Scholar
  2. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass Inc.Google Scholar
  3. Barton, B. (2000). The relationship between mandated change, professional development, and school growth. (Doctoral thesis), University of Wollongong, Wollongong, NSW.Google Scholar
  4. Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57, 28–33.Google Scholar
  5. Bjork, C. (2005). Indonesian education: Teachers, schools, and central bureaucracy. New York: Routledge.Google Scholar
  6. Bolam, R., & McMahon, A. (2004). Literature, definitions and models: Towards a conceptual map. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers. Berkshire: Open University Press.Google Scholar
  7. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.  https://doi.org/10.3102/0013189x033008003.CrossRefGoogle Scholar
  8. Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In P. Penelope, B. Eva, & E. B. Barry (Eds.), International encyclopedia of education (3rd ed., pp. 548–556). Oxford: Elsevier.CrossRefGoogle Scholar
  9. Bredeson, P. V. (2002). The architecture of professional development: Materials, messages and meaning. International Journal of Educational Research, 37(8), 661–675.  https://doi.org/10.1016/S0883-0355(03)00064-8.CrossRefGoogle Scholar
  10. Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598–1608.  https://doi.org/10.1016/j.tate.2010.06.011.CrossRefGoogle Scholar
  11. Burney, D., & Elmore, R. F. (1999). Investing in teacher learning: Staff development and instructional improvement. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco, California: Jossey-Bass Publishers.Google Scholar
  12. Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. Houston (Ed.), Handbook of research on teacher education. New York: Macmillan.Google Scholar
  13. Clandinin, D. J., & Connelly, F. M. (1987). Teachers’ personal knowledge: What counts as ‘personal’ in studies of the personal. Journal of Curriculum Studies, 19(6), 487–500.  https://doi.org/10.1080/0022027870190602.CrossRefGoogle Scholar
  14. Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.  https://doi.org/10.2307/1167272.CrossRefGoogle Scholar
  15. Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.Google Scholar
  16. Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development. Berkshire: Open University Press.Google Scholar
  17. de Vaus, D. A. (2001). Designing social research. London: SAGE.Google Scholar
  18. Denzin, N. K., & Lincoln, Y. S. (2003). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), SAGE handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
  19. Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112.  https://doi.org/10.3102/01623737024002081.CrossRefGoogle Scholar
  20. Doecke, B., Parr, G., North, S., Gale, T., Long, M., Mitchel, J., et al. (2008). National mapping of teacher professional learning project. Melbourne: Monash University.Google Scholar
  21. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013–1055.CrossRefGoogle Scholar
  22. Fishman, B. J., Marx, R. W., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19(6), 643–658.  https://doi.org/10.1016/S0742-051X(03)00059-3.CrossRefGoogle Scholar
  23. Flick, U. (2006). An introduction to qualitative research. Thousand Oaks, CA: SAGE.Google Scholar
  24. Fraser, C., Kennedy, A., Reid, L., & McKinney, S. (2007). Teachers’ continuing professional development: Contested concepts, understandings and models. Journal of In-Service Education, 33(2), 153–169.  https://doi.org/10.1080/13674580701292913.CrossRefGoogle Scholar
  25. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.  https://doi.org/10.3102/00028312038004915.CrossRefGoogle Scholar
  26. Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5–26.CrossRefGoogle Scholar
  27. Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology. New York: Simon & Schuster.Google Scholar
  28. Grundy, S., & Robison, J. (2004). Teacher professional development: Themes and trends in the recent Australian experience. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers. Berkshire: Open University Press.Google Scholar
  29. Guskey, T. R. (1994). Results-oriented professional development: In search of an optimal mix of effective practices. Journal of Staff Development, 15, 42–50.Google Scholar
  30. Guskey, T. R. (2000). Evaluating professional development. Thousands Oak: Corwin Press Inc.Google Scholar
  31. Hardy, I. (2012). The politics of teacher professional development: Policy, research and practice. New York: Routledge.CrossRefGoogle Scholar
  32. Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York: Teachers College Press.Google Scholar
  33. Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco, CA: Jossey-Bass.Google Scholar
  34. Hayes, D. (2000). Cascade training and teachers’ professional development. ELT Journal, 54(2), 135–145.CrossRefGoogle Scholar
  35. Hayes, D. (2001). Professional status and an emerging culture of conformity amongst teachers in England. Education 3-13, 29(1), 43–49.  https://doi.org/10.1080/03004270185200091.CrossRefGoogle Scholar
  36. Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes and self-efficacy. Education Policy Analysis Archives, 13(10), 1–28.Google Scholar
  37. Jalal, F., Samani, M., Chu Chang, M., Stevenson, R., Ragatz, A. B., & Negara, D. S. (2009). Teacher certification in Indonesia: A strategy for teacher quality improvement. Jakarta: Departemen Pendidikan Nasional Republik Indonesia.Google Scholar
  38. Kelchtermans, G. (2004). CPD for professional renewal: Moving beyond knowledge for practice. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers. Berkshire: Open University Press.Google Scholar
  39. Kementerian Pendidikan Nasional. (2010). Pedoman pengelolaan pengembangan keprofesian berkelanjutan. Jakarta: Dirjen PMPTK.Google Scholar
  40. Kementerian Sekretariat Negara RI. (2005). Peraturan pemerintah RI nomor 19 tahun 2005 tentang standar nasional pendidikan (Government regulation number 19 year 2005 on national education standards). Jakarta: Kementerian Sekretariat Negara RI.Google Scholar
  41. Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235–250.  https://doi.org/10.1080/13674580500200277.CrossRefGoogle Scholar
  42. Knapp, M. S. (2003). Professional development as a policy pathway. Review of Research in Education, 27(1), 109–157.  https://doi.org/10.3102/0091732x027001109.CrossRefGoogle Scholar
  43. Knight, P. (2002). A systematic approach to professional development. Teaching and Teacher Education, 18, 229–241.CrossRefGoogle Scholar
  44. Kuncoro-Yakti, H. U. (1988). External and domestic coalitions of the bureaucratic authoritarian state in Indonesia. (Doctorate), University of Washington.Google Scholar
  45. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.CrossRefGoogle Scholar
  46. Lewis, A. C. (2002). Washington commentary: School reform and professional development. Phi Delta Kappan, 83(7), 488.CrossRefGoogle Scholar
  47. Lieberman, A., & Miller, L. (1990). Teacher development in professional practice schools. Teacher College Record, 92(1), 105–122.Google Scholar
  48. Little, J. W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129–151.  https://doi.org/10.3102/01623737015002129.CrossRefGoogle Scholar
  49. Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks: Sage.Google Scholar
  50. McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, S. N., et al. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35(1), 69–86.CrossRefGoogle Scholar
  51. McDonald, L. (2011). Transfer of training in teacher PD: A process-outcome orientation. Social and Behavioral Sciences, 29, 1885–1894.Google Scholar
  52. Nielsen, H. D. (1998). Reforms to teacher education in Indonesia: Does more mean better? Asia-Pacific Journal of Cooperative Education, 18(2), 9–25.CrossRefGoogle Scholar
  53. OECD. (2009). Creating effective teaching and learning environments: First result from TALIS. Paris: Organisation for Economic Co-Operation and Development.CrossRefGoogle Scholar
  54. Opfer, V. D., & Pedder, D. (2010). Benefits, status and effectiveness of continous professional development for teachers in England. The Curriculum Journal, 21(4), 413–431.CrossRefGoogle Scholar
  55. Opfer, V. D., & Pedder, D. (2011a). Conceptualising teacher professional learning. Review of Educational Research, 81(3), 376–407.CrossRefGoogle Scholar
  56. Opfer, V. D., & Pedder, D. (2011b). The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3–24.CrossRefGoogle Scholar
  57. Parise, L. M., & Spillane, J. P. (2010). Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers’ practice. Elementary School Journal, 110(3), 323–346.CrossRefGoogle Scholar
  58. Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958.CrossRefGoogle Scholar
  59. Pitsoe, V. J., & Maila, W. M. (2012). Towards constructivist teacher professional development. Journal of Social Sciences, 8(3), 318–324.CrossRefGoogle Scholar
  60. Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29, 4–15.CrossRefGoogle Scholar
  61. Richardson, V. (1996). From behaviorism to constructivism in teacher education. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 19(3), 263–271.  https://doi.org/10.1177/088840649601900324.CrossRefGoogle Scholar
  62. Saldana, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: SAGE.Google Scholar
  63. Sawyer, R. D. (2002). Situating teacher development: the view from two teachers’ perspectives. International Journal of Educational Research, 37(8), 733–753.  https://doi.org/10.1016/S0883-0355(03)00068-5.CrossRefGoogle Scholar
  64. Sawyer, R. K., & Greeno, J. G. (2009). Situativity and learning. In P. Robbins & M. Aydede (Eds.), The Cambridge book of situated cognition. Cambridge: Cambridge University Press.Google Scholar
  65. Smylie, M. A. (1995). Teacher learning in the workplace: Implications for school reform. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices. New York: Teachers College Press.Google Scholar
  66. Smylie, M. A., & Conyers, J. G. (1991). Changing conceptions of teaching influence the future of staff development. Journal of Staff Development, 12(1), 12–16.Google Scholar
  67. Stake, R. E. (2003). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), SAGE handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
  68. Urry, J. (2005). Global complexity. Cambridge: Polity Press.Google Scholar
  69. Wenger, E. (1998). Communities of practice: learning, meaning and indentity. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  70. Wilson, A. L. (1993). The promise of situated cognition. New Directions for Adult and Continuing Education, 1993(57), 71–79.  https://doi.org/10.1002/ace.36719935709.CrossRefGoogle Scholar
  71. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173–209.Google Scholar
  72. World Bank. (2010). From pre-service training to retirement: Producing and maintaining a high quality, efficient, and motivated workforce. Jakarta: World Bank.Google Scholar
  73. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: SAGE.Google Scholar
  74. Yin, R. K. (2011). Qualitative research from start to finish. New York: The Guildford Press.Google Scholar

Copyright information

© Education Research Institute, Seoul National University, Seoul, Korea 2019

Authors and Affiliations

  1. 1.Universitas Muhammadiyah Parepare and Lembaga Penjaminan Mutu Pendidikan Sulawesi SelatanMakassarIndonesia

Personalised recommendations