Article Sidebar

Download
PDF
Statistic
Read Counter : 422 Download : 325

Downloads

Download data is not yet available.

Main Article Content

Abstract

This paper focuses on the influence of teacher characteristics on teacher professional development (TPD) practices. It draws upon a multiple-case study of teachers’ professional development experiences at three schools. Data were gathered through questionnaires and semi-structured interviews. Teachers’ characteristics matter in any professional development activities but not at the same level of influence to make TPD effective. Formal characteristics such as years of teaching experiences, level of studies and status of employment have always tended to greatly affect the level of teachers’ TPD participation. It is found, however, that teachers’ level of TPD participation does not always equate learning. It is teachers’ personal and professional characteristics such as beliefs about their roles or profession and perspectives of effective TPD that carry profound effects on teachers’ experimentation, application and reflection of TPD ideas for meaningful learning to occur, and enact the expected changes or improvements accordingly.

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Author Biography

Abdul Rahman, Universitas Negeri Makassar

Pendidikan Dasar

Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Avidov-Ungar, O. (2016). A model of professional development: Teachers’ perceptions of their professional development. Teachers and Teaching, 22(6), 653-669.
  2. Borko, H. & Putnam, R.T., 1995. Expanding a teacher's knowledge base: A cognitive psychological perspective on professional development. In T.R. Guskey & M. Huberman (eds.) Professional development in education: New paradigms and practices. New York: Teachers College Press.
  3. Boulton-Lewis, G.M., Wilss, L. & Mutch, S., 1996. Teachers as adult learners: Their knowledge of their own learning and implications for teaching. Higher Education, 32, 89-106.
  4. Bredeson, P.V., 2000. Teacher learning as work and at work: Exploring the content and contexts of teacher professional development. Journal of In-Service Eduation, 26, 63-72.
  5. 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.
  6. Choy, S.P., Chen, X. & Burgarin, R., 2006. Teacher professional development in 1999-2000: What teachers, principals, and district staff report (NCES 2006-305). U.S. Department of Education. Washington, DC.
  7. Christie, P., Harley, K. & Penny, A., 2004. Case studies from sub-Saharan. In C. Day & J. Sachs (eds.) International handbook on the continuing professional development of teachers. Berkshire, England: Open University Press.
  8. Clandinin, D.J. & Connelly, F.M., 1987. Teachers' personal knowledge: What counts as ‘personal’ in studies of the personal. Journal of Curriculum Studies, 19, 487-500.
  9. Clandinin, D.J. & Connelly, F.M., 1996. Teachers' professional knowledge landscapes: Teacher stories. Stories of teachers. School stories. Stories of schools. Educational Researcher, 25, 24-30.
  10. Clark, C.M. & Peterson, P.L., 1986. Teachers' thought processes. In M.C. Wittrock (ed.) Handbook of reesearch on teaching. 3 ed. New York: Macmillan, 255-296.
  11. Clarke, D. & Hollingsworth, H., 2002. Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967.
  12. Connelly, F.M., Clandinin, D.J. & Ming Fang, H., 1997. Teachers' personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13, 665-674.
  13. Darling-Hammond, L. & Cobb, V.L. (eds.) (1995) Teacher preparation and professional development in APEC members, Singapore: APEC Education Forum/U.S. Department of Education.
  14. Darling-Hammond, L. & Mclaughlin, M.W., 1995. Policies that support professional development in an era of reform. Phi Delta Kappan, 76, 597-604.
  15. Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N. & Orphanos, S., 2009. Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford, Ohio.
  16. Day, C., 1997. In-service teacher education in Europe: Conditions and themes for development in the 21st century. Journal of In-Service Education, 23, 39-54.
  17. 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, 81-112.
  18. Doecke, B., Parr, G., North, S., Gale, T., Long, M., Mitchel, J., Rennie, J. & Williams, J., 2008. National mapping of teacher professional learning project. Melbourne.
  19. Fessler, R., 1995. Dynamics of teacher career stages. In T.R. Guskey & M. Huberman (eds.) Professional development in education: New paradigms and practices. New York: Teacher College Press.
  20. Flick, U., 2006. An introduction to qualitative research Thousand Oaks, California: SAGE Publications Inc.
  21. Guskey, T.R., 2002. Professional development and teacher change. Teacher and Teaching: Theory and Practice, 8, 381-391.
  22. Huberman, M., 1995. Professional careers and profesional development: Some intersections. In T.R. Guskey & M. Huberman (eds.) Professional development in education: New paradigms and practices. New York: Teachers College Press.
  23. Hughes, J., 2005. The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13, 277-302.
  24. 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.
  25. Jurasaite-Harbison, E. & Rex, L.A., 2010. School cultures as contexts for informal teacher learning. Teaching and Teacher Education, 26.
  26. Kagan, D.M., 1992. Implication of research on teacher belief. Educational Psychologist, 27, 65.
  27. 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, England: Open University Press.
  28. Kelchtermans, G. & Vandenberghe, R., 1994. Teachers’ professional development: A biographical perspective. Journal of Curriculum Studies, 26, 45-62.
  29. Lambert, S., 2004. Teachers’ pay and conditions: An assessment of recent trends in Africa. Paper commissioned for the EFA Global Monitoring Report 2005, The Quality Imperative. Paris.
  30. Lewis, A.C., 2002. Washington commentary: School reform and professional development. Phi Delta Kappan, 83.
  31. Little, J.W., 1993. Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129-151.
  32. Luft, J.A. & Roehrig, G.H., 2007. Capturing science teachers' epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11, 38-63.
  33. Maskit, D., 2011. Teachers’ attitudes toward pedagogical changes during various stages of professional development. Teaching and Teacher Education, 27, 851-860.
  34. Maxwell, J.A., 2005. Qualitative research design: An interactive approach, 2 ed. Thousand Oaks, California: Sage Publication.
  35. Michaloski, G.A., 2009. Teacher knowledge: An ideal typology. University of Maryland.
  36. Nespor, J., 1987. The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
  37. Oecd, 2009. Creating effective teaching and learning environments: First result from TALIS. Paris.
  38. Pajares, M.F., 1992. Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
  39. Peterman, F.P., 1991. An experienced teacher's emerging constructivist beliefs about teaching and learning. Annual Meeting of the American Educational Research Association. Chicago.
  40. 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.
  41. Richter, D., Kunter, M., Klusmann, U., Lüdtke, O. & Baumert, J., 2011. Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27, 116-126.
  42. Saldana, J., 2009. The coding manual for qualitative researchers Thousand Oaks, California: SAGE Publication Inc.
  43. Smylie, M.A., 1988. The Enhancement function of staff development: Organizational and psychological antecedents to individual teacher change. American Educational Research Journal, 25, 1-30.
  44. Van Driel, J.H., Beijaard, D. & Verloop, N., 2001. Professional development and reform in science education: the role of teachers' practical knowledge. Journal of Research in Science Teaching, 38, 137-158.
  45. Verloop, N., Van Driel, J. & Meijer, P., 2001. Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35, 441-461.
  46. Villegas-Reimers, E., 2003. Teacher professional development: An international review of the literature. UNESCO: International Institute for Educational Planning.
  47. Wermke, W., 2011. Continuing professional development in context: Teachers' continuing professional development culture in Germany and Sweden. Professional Development in Education, 37, 665-683.
  48. World Bank, 2011. Dari pendidikan prajabatan hingga ke masa purnabakti: Membangun dan mempertahankan angkatan kerja yang berkualitas tinggi, efisien, dan termotivasi. Vol. 2 of Transforming Indonesia's teaching force. Washington D.C.
  49. Yin, R.K., 2003. Case study research: Design and methods, 3rd ed. Thousand Oaks, California: SAGE Publications.
  50. Yin, R.K., 2011. Qualitative research from start to finish New York: The Guildford Press.