Teachers’ Self-Initiated

Professional Development in
the Covid 19 Situation
British Council-TEFLIN Webimar
16 May, 2020

Dewi Rochsantiningsih
FKIP – UNS
dewi_roch@hotmail.com
Teacher Professional Development
n TPD: processes and activities designed to
enhance the professional knowledge, skills, and
attitude
n Effective TPD: intentional, ongoing, and
systematic
n Ultimate goal of TPD: to improve the students’
learning achievement
n Types of TPD: institutional TPD, and self-
initiated TPD
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Self-initiated TPD: what is it?
n Teachers’ own development of intellect, experience
and attitudes, which is initiated by the teachers
themselves
n A process in which a teacher assumes as the
primary responsibility for planning, implementing,
and evaluating the learning process
n Teachers’ own inner drive to participate in TPD
n Individuals are more motivated to learn when they
plan and initiate their own learning activities

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Self-initiated TPD: phases and
advantages
n Phases of self-initiated TPD
q identification of a need or interest
q developing a plan to meet the need
q learning activities
q assessment the learning meet the need
n Advantages: flexibility in time, individual need
choice, personal reflection, satisfying, personal
authenticity, less intimidating progress analysis

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Self-initiated TPD: coverage 1
n Updating themselves with new ideas and skills
of teaching
n Developing sense of ownership in professional
competence
n Giving reflection on their own practices
n Involving in evaluation of their skill and
competence
n Identifying their own weaknesses and strengths

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Self-initiated TPD: coverage 2

n Taking initiatives of professional development

n Making themselves committed to self-improvement
activities
n Practicing professional development activities by
themselves
n Involving themselves in English improvement
n Developing sense of responsibilities in professional
development

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Self-initiated TPD: activities 1

n Listening: radio program, TV program, movies,

online channels
n Speaking: classroom lesson, exchanging English
conversations with the family members
n Reading: school textbook, magazines, novel,
academic publications, social media
n Writing: teaching material, personal
communication, social media

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Self-initiated TPD: activities 2

n Planning and developing classroom

activities
n Practicing classroom management skills

n Developing assessment and evaluation

n Using of teaching materials

n Conducting research in the class

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Self-initiated TPD: challenges

n Lack of access to required resources

n Lack of encouragement system
n Lack of cooperation and collaboration
n Lack of commitment
n Shortage of time
n Lack of awareness and capacity
n Lack of confidence and sense of self-
improvement
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Self-initiated TPD: how to

n Raising the sense of self-improvement

n Strengthening commitment and responsibility
n Broadening the access to required resources
n Seeking support and collaboration
n Using every single opportunity to learn
(intentional, ongoing, and systematic hopefully
will come naturally)

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Self-initiated TPD: in the Covid19
situation?
Broadening the required resources
Internet provides almost everything that teachers need: be internet
literate, know what you want, and stay focus.
Useful links
q Cambridge English Digital Framework for Language Teachers:
https://tinyurl.com/y7u9ehe5
q UNESCO list of distance-learning solutions – tools and resources:
https://tinyurl.com/v8cezml
q British Council guidance on online safety for teachers and their learners:
https://tinyurl.com/yazgwqj7

*However, internet is not inclusive: in some places

electricity is even not available
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Self-initiated TPD: in the Covid19
situation?
Seeking support and collaboration
Contact colleagues/mentors/teacher
educators/lecturers/supervisors:
q Planning a research
q Writing teaching materials
q Reviewing a video/audio/books
q Reviewing recording of your own classroom skills
q Discussing teaching and learning problems

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Self-initiated TPD: in the Covid19
situation?
Use every single opportunity to learn, as long as it is
intentional, ongoing, and systematic.
While doing everyday routine, think about what you can learn
from them.
q Cooking: are you thinking about the procedure text?

q Watching movie: do you intentionally jot down

interesting phrases, compare different cultures, and
repeat some words from the movie?
q Playing with children: do you notice each child has

different character, way of learning, phase of learning.

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“Teachers are lifelong learners …
stop learning means betraying the
teachers’ profession”

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References

n Bailey K, Curtis A, Nunan D. 2001. Pursuing professional

development: The self as source. Ontario: Heinle and Heinle
n Darling-Hammond L, Bransford J. 2005. Preparing teachers for a
changing world: What teachers should learn and able to. San Francisco:
John Wiley & Sons
n Guskey, TR. 2000. Evaluating Professional Development. New Delhi:
Corwin Press.
n Simegn, B. “EFL teachers’ self-initiated professional
development: Perceptions and practices”. Educational Research and
Reviews, Vol. 9(21), pp.1109-1114, 10 November 2014

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