The Problem and Need for Continuing Professional Development of Vocational School Teachers

Tri Murwaningsih, Universitas Sebelas Maret Surakarta, Indonesia
Muna Fauziah, Institut Agama Islam Nahdlatul Ulama (IAINU) Kebumen, Indonesia

 10.21831/jptk.v28i1.42860

Abstract


This study aims to analyze the problems and the needs of vocational school teachers in the implementation of continuing professional development. This research is qualitative. This study’s sample was 120 vocational school teachers in Surakarta Residency, Indonesia. A questionnaire, interview, and documentation instruments were used in this study. A triangulation technique was employed to validate research instruments, while interactive analysis was utilized to analyze research data with stages data reduction, data presentation, and drawing conclusions. This research produced two pieces of information. First, the problems that occurred during the implementation of the continuing professional development program included: training activities had not been carried out according to teacher expectations; material was not suitable to the program; the trainer was inadequate in delivering the material; training was still carried out on weekdays; a large amount of administrative burden on teachers; low financial support; age; and teachers' lack of interest and insight about scientific work. Second, there were three aspects of the teachers’ needs in the CPD program: self-development (variations in training to improve teacher abilities), aspects of scientific publications (writing scientific papers to journal publications), and aspects of innovative work (book development, teaching aids, learning innovations, etc.).

Keywords


teachers, sustainable professional development, professionalism

Full Text:

PDF

References


A. Alexandrou. (2020). The importance of collaborative professional learning and development in times of crisis and calm, Prof. Dev. Educ., vol. 46, no. 3, pp. 369–372, doi: 10.1080/19415257.2020.1769886.

A. F. Akinyemi and V. Nkonki. (2020). Enhancing Continuing Professional Teachers’ Development in High Schools through Support and Monitoring Offered to Communities of Practice by Stakeholders, J. Educ. Soc. Res., vol. 10, no. 6, pp. 253–265, doi: 10.36941/jesr-2020-0124.

A. Fox and T. Bird. (2017). The challenge to professionals of using social media: Teachers in England negotiating personal-professional identities, Educ. Inf. Technol., vol. 22, pp. 647–675 doi: 10.1007/s10639-015-9442-0.

A. Kabadayi. (2016). A suggested in-service training model based on Turkish preschool teachers conceptions for sustainable development, J. Teach. Educ. Sustain., vol. 18, no. 1, pp. 5–15, doi: 10.1515/jtes-2016-0001.

A. Macdonald. (2013). Researching with young children: Considering issues of ethics and engagement, Contemp. Issues Early Child., vol. 14, no. 3, pp. 255–269, doi: 10.2304/ciec.2013.14.3.255.

A. W. Khurniawan, I. Sailah, P. Muljono, B. Indriyanto, and M. S. Maarif. (2021). The Collaborative Strategy of Total Quality Management and School Governance to Improving Effectiveness of Vocational School-Based Enterprise Arie Wibowo Khurniawan * Illah Sailah Pudji Muljono Bambang Indriyanto,J. Educ. Soc. Res., vol. 11, no. 2, pp. 10–21, doi: 10.36941/jesr-2021-0026.

B. Funderburk, M. Chaffin, E. Bard, J. Shanley, D. Bard, and L. Berliner. (2015). Comparing client outcomes for two evidence-based treatment consultation strategies, J. Clin. Child Adolesc. Psychol., vol. 44, no. 5, pp. 730–741.

C. R. Finch and R. L. McGough. (1982). Administering and supervising occupational education. New Jersey: Prentice-Hall, Inc.

C. Wardoyo and A. Herdiani. (2017) Teacher professionalism: Analysis of professionalism phases, Int. Educ. Stud., vol. 10, no. 4, pp. 90–100, doi: 10.5539/ies.v10n4p90.

D. Coghlan and T. Brannick. (2014).Doing action research in your own Organization, in 4th ed, London: Sage Publication.

D. Dymock and M. Tyler. (2018). Towards a more systematic approach to continuing professional development in vocational education and training training, Stud. Contin. Educ., vol. 40, no. 2, pp. 198–211, doi: 10.1108/09684880810848396.

D. Ifenthaler and M. Gosper. (2014). Guiding the design of lessons by using the MAPLET framework: Matching aims, processes, learner expertise and technologies, Instr. Sci., vol. 42, no. 4, pp. 561–578, doi: 10.1007/s11251-013-9301-6.

D. M. Yulanto, P. Sudira, and P. D. Aristya. (2018). Quality of Continuous Professional Development for Automotive Engineering Productive Teachers, J. Pendidik. Teknol. dan Kejuru., vol. 24, no. 2, pp. 192–197, doi: 10.21831/jptk.v24i2.20023.

E. Alemdag, S. G. Cevikbas, and E. Baran. (2019). The design, implementation and evaluation of a professional development programme to support teachers’ technology integration in a public education centre,” Stud. Contin. Educ., vol. 42, no. 2, pp. 412–439, doi: 10.1080/0158037X.2019.1566119.

E. Commission. (2013). Supporting teacher competence development for better learning outcomes, DG Education and Training, 2013. http://ec.europa.eu/education/school-education/doc/teachercomp_en.pdf.

F. Alfaris, A. Juaidi, and F. Manzano-agugliaro. (2016). Improvement of ef fi ciency through an energy management program as a sustainable practice in schools, J. Clean. Prod., vol. 135, pp. 794–805, doi: 10.1016/j.jclepro.2016.06.172.

H. Niemi. (2015). Teacher professional development in Finland: Towards a more holistic approach, Psychol. Soc. Educ., vol. 7, no. 3, pp. 278–294.

K. Sieberer-Nagler. (2015). Effective classroom-management & positive teaching, English Lang. Teach., vol. 9, no. 1, p. 163, doi: 10.5539/elt.v9n1p163.

L. Cohen, L. Manion, and K. Morrison. (2018). Research Methods in Education, in (8th ed.), New York: Routledge, pp. 245–249.

L. Stosic. (2015). The importance of educational technology in teaching, Int. J. Cogn. Res. Sci. Eng. Educ., vol. 3, pp. 111–114.

M. B. Miles and A. M. Huberman. (1994). An expanded sourcebook: Qualitative data analysis. London: Sage Publications.

M. Curcher and H. Teras. (2013). Authentic education: Lessons from an online Finnish teacher development Program for 21st century faculty,” in E-Learn 2013-World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, p. 21.

M. Inasaridze, S. Lobzhanidze, and M. Ratiani. (2015). Successes and problems of school based teacher professional development program (Case study from Georgia), Andragoški Glas., vol. 19, no. 1–2, pp. 65–72.

M. Lampert et al. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching, J. Teach. Educ., vol. 64, no. 3, pp. 27–43, doi: 10.1177/0022487112473837.

M. Mohammadi and K. Moradi. (2017). Exploring change in EFL teachers perceptions of professional development, J. Teach. Educ. Sustain., vol. 19, no. 1, pp. 22–43.

M. Pavlova. (2009). Technology and vocational education for assustainable development empowering individuals for the future. Bonn: Spinger Science Business Media.

M. Tyler and D. Dymock. (2016). Continuing professional development for a diverse VET practitioner workforce. Adelaide: NCVER.

M. Zembylas. (2013). Critical studies in education critical pedagogy and emotion: Working through ‘troubled knowledge’ in posttraumatic contexts,” Crit. Stud. Educ., vol. 54, no. 2, pp. 37–41, doi: 10.1080/17508487.2012.743468.

Ministry of Education and Culture. (2005). Law of the Republic of Indonesia number 14 of 2005 concerning teachers and lecturers. Jakarta: Sinar Grafika.

Ministry of Education and Culture. (2009). Guidelines for the Management of Sustainable Professional Development.

N. Vibe. (2012). Spørsmål til Skole-Norge 2011: Resultater og analyser fra Utdanningsdirektoratets spørreundersøkelse blant skoler og skoleeiere. Oslo: Nordisk institutt for studier av innovasjon, forskning og utdanning.

O. Zhukova. (2018). Novice teachersí concerns, early professional experiences and development: Implications for theory and practice, Discourse Commun. Sustain. Educ., vol. 9, no. 1, pp. 100–114, doi: 10.2478/dcse-2018-0008.

P. Konstantinou-Katzi, E. Tsolaki, M. Meletiou-Mavrotheris, and M. Koutselini. (2013). Differentiation of teaching and learning mathematics: An action research study in tertiary education, Int. J. Math. Educ. Sci. Technol., vol. 44, no. 3, pp. 332–349.

P. L. Bharati and S. Chalise. (2017). Teacher development: Strategies and perception,Saptagandaki J., vol. 8, pp. 69–78, doi: 10.3126/sj.v8i0.18464.

P. Sahlberg. (2007). Secondary education in OECD countries common challenges, differing. Brazil: European Training Foundation.

R. S. Al-Mawdieh. (2020). The Practice of the Re-Engineering of Administrative Processes Approach in Kindergarten Institutions in Jordan from the Perspective of Female Principals and Teachers,” J. Educ. Soc. Res., vol. 10, no. 6, pp. 66–80, doi: 10.36941/jesr-2020-0110.

S. D. Rudyshyn, V. P. Kravets, V. I. Samilyk, T. V. Sereda, and V. O. Havrylin. (2020). Features of the fundamentalization of education in higher educational institutions of Ukraine in the context of sustainable development,” J. Educ. Soc. Res., vol. 10, no. 6, pp. 149–161, doi: 10.36941/jesr-2020-0116.

S. Nyström et al. (2017). Continuing professional development: Pedagogical practices of interprofessional simulation in health care,” Stud. Contin. Educ., vol. 39, no. 3, pp. 303–313, doi: 10.1080/0158037X.2017.1333981.

S. Zahro. (2019). Head-to-Head Comparison between Indonesia and Taiwan to Provide Professional Vocational Teachers in Fashion Education, J. Pendidik. Teknol. dan Kejuru., vol. 25, no. 2, pp. 177–186, doi: 10.21831/jptk.v25i2.26773.

W. L. Neuman. (2017). Basic of social research: Qualitative and quantitative approaches. Boston, MA: Pearson Education, Inc.




DOI: https://doi.org/10.21831/jptk.v28i1.42860

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Jurnal Pendidikan Teknologi dan Kejuruan

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

 

Online (e-ISSN): 2477-2410 || Printed (p-ISSN): 0854-4735

Jurnal Pendidikan Teknologi Kejuruan by http://journal.uny.ac.id/index.php/jptk was distributed under a Creative Commons Attribution 4.0 International License.

View My Stats

Supported by:

Jurnal Ilmiah Magister Managemen

Social Media: