Continuous professional growth: A study of educators' commitment to lifelong learning

Safuri Musa, Universitas Singaperbangsa Karawang, Indonesia
Ade Maman Suherman, Universitas Singaperbangsa Karawang, Indonesia
Sujarwo Sujarwo, Universitas Negeri Yogyakarta, Indonesia
Sri Nurhayati, IKIP Siliwangi, Indonesia

Abstract


This research explores the commitment of Indonesian educators to Continuous Professional Growth (CPG) and lifelong learning. With the rapidly changing educational landscape, educators must adapt to emerging pedagogical trends, harness new technologies, and lead both inside and outside the classroom. This study utilized a qualitative case study approach, encompassing semi-structured interviews, classroom observations, and document analysis, to deeply understand ten driving school educators' experiences, perceptions, and motivations regarding lifelong learning in Indonesia. Findings indicate educators' involvement in teacher selection, school development, and digital transformation. Their dedication to innovation, feedback, collaboration, and skill development, especially in technology and instructional approaches, underscores their commitment to continuous growth. The study emphasizes the multifaceted nature of educators' lifelong learning journeys and the importance of adaptability, collaboration, and technology in modern education.


Keywords


educators’ professional development; lifelong learning; continuous professional growth

Full Text:

PDF

References


Adipat, S., Chotikapanich, R., Laksana, K., Busayanon, K., Piatanom, P., Ausawasowan, A., & Elbasouni, I. (2023). Technological pedagogical content knowledge for professional teacher development. Academic Journal of Interdisciplinary Studies, 12(1), 173. https://doi.org/10.36941/ajis-2023-0015

Anthopoulou, K., Valkanos, E., & Fragkoulis, I. (2017). The professional development of adult educators: The case of the lifelong learning centres (l.l.c) in the prefecture of Evros, Greece. International Journal of Learning, Teaching and Educational Research, 16(11), 77–91. https://doi.org/10.26803/ijlter.16.11.5

Antinluoma, M., Ilomäki, L., & Toom, A. (2021). Practices of professional learning communities. Frontiers in Education, 6(April), 1–14. https://doi.org/10.3389/feduc.2021.617613

Bergdahl, N., Nouri, J., Karunaratne, T., Afzaal, M., & Saqr, M. (2020). Learning analytics for blended learning: A systematic review of theory, methodology, and ethical considerations. International Journal of Learning Analytics and Artificial Intelligence for Education (Ijai). https://doi.org/10.3991/ijai.v2i2.17887

Blancia, M. M., Fabros, M. T., & Blancia, N. o. (2018). The elderly educators in their quest for lifelong learning: Some stories to tell. International Journal of Management Excellence, 12(1), 1735. https://doi.org/10.17722/ijme.v12i1.516

Canales, A., & Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers’ contribution and observable characteristics. International Journal of Educational Development, 60, 33–50. https://doi.org/10.1016/j.ijedudev.2017.09.009

Cortes, S., Pineda, H., & Geverola, I. J. (2021). A confirmatory factor analysis of teacher’s competence in action research (TCAR) questionnaire. Advanced Education, 8(19), 103–113. https://doi.org/10.20535/2410-8286.241148

Fauziddin, M., Mayasari, D., & Rizki, L. M. (2021). Effective learning for early childhood during global pandemic. AL-ISHLAH: Jurnal Pendidikan, 13(1), 515–522. https://doi.org/10.35445/alishlah.v13i1.458

Ferenc, P., & Hercz, M. (2019). The role of feedback in teachers’ professional development. Nemzetközi Neveléstudományi Konferencia: A Tekintély Mámora És a Szabadság Varázslata., April 2018, 107–118. https://doi.org/10.4324/9781315768298-17

Gal, A., & Fallik, O. (2022). Learn from each other: a peer-teaching model. Interdisciplinary Journal of Environmental and Science Education, 17(3), e2242. https://doi.org/10.21601/ijese/10896

Ghofur, E. H., & Nurhayati, S. (2023). Multimedia-based learning media development to improve early childhood expressive language ability. Obsesi, 7(2), 2373–2382. https://doi.org/10.31004/obsesi.v7i2.4416

Gilmeeva, R., & Shibankova, L. (2021). Programmes design for teachers’ professional development as a way of organizational development for the human’s capital of the university. SHS Web of Conferences, 99, 01035. https://doi.org/10.1051/shsconf/20219901035

Herawati, R., Tjahjono, H. K., Qamari, I. N., & Wahyuningsih, S. H. (2022). Teachers’ willingness to change in adapting to online learning during the Covid-19 pandemic. Jurnal Cakrawala Pendidikan, 41(2), 425–436. https://doi.org/10.21831/cp.v41i2.43233

Hoerniasih, N. (2019). Lifelong learning dalam pemberdayaan masyarakat untuk kemandirian berwirausaha. Indonesian Journal of Adult and Community Education, 1(1), 31–39.

Iskandar, A., Winata, W., Kurdi, M. S., Sitompul, P. H. S., Kurdi, M. S., Nurhayati, S., Hasanah, M., & Haluti, F. (2023). Transformasi pembelajaran melalui augmented reality dan virtual reality. In Peran Teknologi dalam Pendidikan.

Jitendra, A. K., Harwell, M. R., & Im, S. (2022). Sustainability of a teacher professional development program on proportional reasoning skills of students with mathematics difficulties. Exceptional Children. https://doi.org/10.1177/00144029221094053

Kokanović, T. (2019). The importance of lifelong learning for the development of professional competence of educators. Croatian Journal of Education - Hrvatski Časopis Za Odgoj i Obrazovanje, 21. https://doi.org/10.15516/cje.v21i0.3494

Marsegi, S. M., Nurhayati, S., Ansori, A., & Hendriana, H. (2023). Digital-based portfolio assessment competence of early childhood educators. Obsesi, 7(1), 251–259. https://doi.org/10.31004/obsesi.v6i6.3360

Maryati, M., Prasetyo, Z. K., Wilujeng, I., & Sumintono, B. (2019). Measuring teachers’ pedagogical content knowledge using many-facet Rasch model. Jurnal Cakrawala Pendidikan, 38(3), 452–464. https://doi.org/10.21831/cp.v38i3.26598

Matsumoto-Royo, K., Ramírez-Montoya, M. S., & Conget, P. (2021). Opportunities to develop lifelong learning tendencies in practice-based teacher education: getting ready for education 4.0. Future Internet, 13(11), 292. https://doi.org/10.3390/fi13110292

Mei, B., & May, L. (2018). Reflective renovation: Insights from a collaborative and active learning space project evaluation. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.4476

Mu’arifin, & Narmaditya, B. S. (2022). Professional development program for physical education teachers in Indonesia. Cakrawala Pendidikan, 41(3), 665–675. https://doi.org/10.21831/cp.v41i3.49636

Musa, S., Nurhayati, S., Jabar, R., Sulaimawan, D., & Fauziddin, M. (2022). Upaya dan tantangan kepala sekolah paud dalam mengembangkan lembaga dan memotivasi guru untuk mengikuti program sekolah penggerak. Obsesi, 6(5), 4239–4254. https://doi.org/10.31004/obsesi.v6i5.2624

Nissilä, S.-P., Karjalainen, A., & Koukkari, M. (2022). It is the shared aims, trust and compassion that allow people to prosper: Teacher educators´ lifelong learning in competence-based education. European Journal of Educational Research, 11(2), 965–980. https://doi.org/10.12973/eu-jer.11.2.965

Novitasari, Y., & Fauziddin, M. (2022). Analisis literasi digital tenaga pendidik pada pendidikan anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(4), 3570–3577. https://doi.org/10.31004/obsesi.v6i4.2333

Nurhayati, S. (2020). Improving teachers’ entrepreneurship skills in the industry 4.0 through online business workshops. In Teacher Education and Professional Development in Industry 4.0. Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.1201/9781003035978-12/improving-teachers-entrepreneurship-skills-industry-4-0-online-business-workshops-nurhayati

Nurhayati, S. (2021). Pendidikan Masyarakat Menghadapi Digitalisasi. El-Markazi.

Nurhayati, S., Hidayat, A. W., Awan, I. S., & Noviatul, D. (2023). The effectiveness of virtual classroom learning in Islamic early childhood education. 2nd Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2021), 2023, 428–437. https://doi.org/10.18502/kss.v8i4.12927

Nurhayati, S., & Musa, S. (2020). Analysis of students’ internet utilization to improve public information literacy in the industrial revolution era 4.0. Society, 8(2), 557–566. https://doi.org/10.33019/society.v8i2.231

Nurmalia, N., Nurhayati, S., & Noor, A. H. (2022). Developing students’ leadership spirit during covid-19 pandemic through virtual-based scouting activities. Society, 10(2), 447–456. https://doi.org/10.33019/society.v10i2.412

Zajić, J. O., Mamutović, A., & Maksimović, J. (2021). The role of action research in teachers’ professional development. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 9(3), 301–317. https://doi.org/10.23947/2334-8496-2021-9-3-301-317

Özçakmak, H., Köroğlu, M., Korkmaz, C., & Bolat, Y. (2021). The effect of metacognitive awareness on academic success. African Educational Research Journal, 9(2), 434–448. https://doi.org/10.30918/aerj.92.21.020

Raes, A. (2021). Exploring student and teacher experiences in hybrid learning environments: does presence matter? Postdigital Science and Education. https://doi.org/10.1007/s42438-021-00274-0

Reisoğlu, İ., & Çebi, A. (2020). How can the digital competencies of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers and Education, 156. https://doi.org/10.1016/j.compedu.2020.103940

Setiana, H., & Hansun, S. (2017). Gamified Android-based academic information system. International Journal of Evaluation and Research in Education (IJERE), 6(2), 164. https://doi.org/10.11591/ijere.v6i2.7595

Soenarto, S., Sugito, S., Suyanta, S., Siswantoyo, S., & Marwanti, M. (2020). Vocational and senior high school professional teachers in industry 4.0. Jurnal Cakrawala Pendidikan, 39(3), 655–665. https://doi.org/10.21831/cp.v39i3.32926

Stecanela, N., Chaves Zen, A., & Pauletti, F. B. (2019). Action research and teacher education: The use of research in a classroom for the transformation of reality. International Journal of Action Research, 15(2–2019), 132–156. https://doi.org/10.3224/ijar.v15i2.04

Suharyat, Y., Susilawati, T. E., Sikki, M. I., & Nurhayati, S. (2022). Online learning quality evaluation in higher education during covid-19 pandemic. Society, 10(1), 207–219. https://doi.org/10.33019/society.v10i1.406

Sunthonkanokpong, W., & Murphy, E. (2019). Quality, equity, inclusion and lifelong learning in pre-service teacher education. Journal of Teacher Education for Sustainability, 21(2), 91–104. https://doi.org/10.2478/jtes-2019-0019

Susuoroka, G., Momori, I. O., & Padmore, E. A. (2023). Teacher quality factors as determinant of students’ performance in Mathematics. Journal of Education and Teaching Methods, 2(3), 42–49. https://doi.org/10.58425/jetm.v2i3.196

Taghap, D. O., & Boyonas, M. N. M. S. (2023). Teachers’ and school heads’ engagement in action research: Needs and administrative support. APJAET - Journal Asia Pacific Journal of Advanced Education and Technology. https://doi.org/10.54476/apjaet/08488

Thompson, P., Kriewaldt, J., & Redman, C. (2020). Elaborating a model for teacher professional learning to sustain improvement in teaching practice. Australian Journal of Teacher Education, 45(2), 81–103. https://doi.org/10.14221/ajte.2020v45n2.5

Villarroel, V., Benavente, M., Chuecas, M. J., & Bruna, D. (2020). Experiential learning in higher education: A student-centered teaching method that improves perceived learning. Journal of University Teaching and Learning Practice, 17(5), 121–135. https://doi.org/10.53761/1.17.5.8

Winarti, W., Nurhayati, S., Rukanda, N., Jabar, R., & Rohaeti, E. E. (2022). Analisis kompetensi digital guru paud dalam mengelola pembelajaran daring anak usia dini. Obsesi, 6(6), 5621–5629. https://doi.org/10.31004/obsesi.v6i6.3111

Yang, J., Yu, H., & Chen, N. (2019). Using blended synchronous classroom approach to promote learning performance in rural area. Computers & Education, 141, 103619. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103619




DOI: https://doi.org/10.21831/cp.v43i2.66654

Refbacks

  • There are currently no refbacks.




 

Social Media:

     


 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web
    analytics
View Our Stats