Investigating Purpose and Impact of Professional Development in Response to Shifting Curriculum
DOI:
https://doi.org/10.23918/ijsses.v5i2p86Keywords:
Professional Development, Purpose, Impact, Teacher PerformanceAbstract
Situated in the setting of shifting policy, this qualitative research aimed to reveal the reaction of teachers to respond the shifting policy and the impact of professional development they have participated in. Employing five teachers’ categories and classrooms’ activities as the data sources and applying observation, interview and document analysis, it was found that teachers participated in professional development to stay abreast with the latest changing of curriculum, to improve their skill and knowledge and to promote students’ achievement. In addition, it also indicated that professional development has progressively influenced teachers’ performance and changed students’ learning behavior. Hence, this research recommends further research that indicates factors influencing teachers’ performances and students’ learning behavior.
References
Abali, N. (2013). English language teachers’ use of, competence in and PD needs for specific classroom activities. Procedia Social and Behavioral Sciences. https://doi:10.1016/j.sbspro.2015.07.487
Celik, E. Z. (2016). Non-native English language teachers’ perception of PD: implications for career stages. Procedia Social and Behavioral Sciences, doi:10.1016/j.sbspro.2015.07.487
Cresswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approach. California: SAGE Publication Inc.
Crowley, C. B. (2017). PD as product implementation training. Teaching and Teacher Education, https://doi.org/10.1016/j.tate.2018.02.011
Desimone, L. (2009). Improving impact studies of teachers’ PD: towards better conceptualization and measures. Educational Researcher, https://doi.org/10.25115/psye.v7i3.515.
Dumitru, G. (2015). The teacher’s perception toward the continuous training programs and identifying the achieved competences. Procedia Social and Behavioral Sciences. doi:10.1016/j.sbspro.2015.07.487
Fang, F. (2017). World Englishes or English as a Lingua Franca: Where does English in China Stand? English Today (1). https://doi.org./10.1017/S0266078425000667
Fauziati, E. (2016). Applied Linguistics Principles of Foreign Language Teaching, Learning and Researching. Surakarta: Era Pustaka Utama.
Farrel, J. C. (2005). PD for language teachers, strategies for teacher learning. Cambridge: Cambridge University Press.
Fischer C. F. (2016). When do students in low -SES school perform better than expected on a high stake test? Analyzing school, teacher, teaching, and PD characteristics. Urban Education, Michigan
Fishman, F. C. (2018). Investigating relationship between school context, teacher PD, teaching practices, and students achievement in response to a nationwide science reform. Teaching and Teacher Education, https://doi.org/10.1177/0042085916668953
Mahmoudi, F. (2015). Exploring experienced and novice teachers’ perceptions about PD activities. Procedia Social and Behavioral Sciences. https://doi:10.1016/j.sbspro.2015.07.487
Ramadhani, N., Djamaluddin, A., Yuliardi, S., & Peno, S. (2012). Teacher Quality Improvement Program: Empowering Teachers to increasing a Quality of Indonesian’s Education. Procedia-Social and Behavioral Sciences. https://doi:10.1016/j.sbspro.2015.07.487
Richards, A. B. (2009). Second Language Teacher Education. New York: Cambridge University Press.
Roux, R. &. (2014). PD of Mexican secondary EFL teachers: Views and willingness to engage in classroom research. English Language Teaching. Canadian Center of Sciences and Education.
Schunk, D. H. (1991). Self-Efficacy and Academic Motivation. Educational Psychologist.
Sisman, A. O. (2012). Value orientations of the teaching certificate program students. Procedia Social and Behavioral Sciences.https:// doi:10.1016/j.sbspro.2015.07.487
Tan, A. L. (2015). Tension and Dilemmas in teacher PD. Procedia Social and Behavioral Sciences. https://doi:10.1016/j.sbspro.2015.07.487
Villegas-Reimers, E. (2003). Teacher PD: an international review of the literature. Paris: International Institute of Educational Planning
Yin, R. K. (2006). Designs and methods. Sage: Newbury Park.
Yumru, H. (2015). EFL Teachers’ preferences for teacher learning activities in a PD course. Procedia Social and Behavioral sciences. https:// doi:10.1016/j.sbspro.2015.07.487
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational Studies
International Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)
