Professional Documents
Culture Documents
Presented at the Workshop EFForTS (Ecological and Socioeconomic Functions of Tropical Lowland Rain
Forest Transformation System): Land Use Change-Research and Its Potential for Indonesian Teacher
Education, Bogor, Indonesia, 15-16 October, 2018
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AGENDA
• PART 1
Lessons learned from Teacher
Professional Development in
Indonesia
• PART 2
Lessons learned from the body of
knowledge of teacher education on
teacher professional development
• PART 3
Suggestions for EFForTS
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !2
4 Phases in Teacher Education
PRE-TRAINING
PHASE PRE-SERVICE INDUCTION IN-SERVICE
Evolutionary account PHASE PHASE PHASE
Psychoanalytical account (Professional Development)
Socialization account
Source: Feimen-Nemser, S. (2012). Teachers as learners. Cambridge, MA: Harvard Education Press.
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Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018
My focus
Teacher Professional
Development (TPD)
in Indonesia: General Notes
• Indonesia has had a strong tradition in TPD since the 1970s (Bachtiar, 2016).
• PD MODELS: Mostly top-down, removed from teachers’ practice and classroom contexts,
cascade system
• LACK OF EFFECTIVENESS
• One-off seminars and in-service short courses in cascade fashion are not effective modes
in Indonesia (Chang, 2014; Joni, 2000; Saito, Harun, Kuboki, & Tachibana, 2006; Van den
Berg & Wilardjo, as cited in Thair & Treagust, 2003).
• The problem of enactment (Kennedy, 1999, 2016). Teachers have weak content knowledge
(Rahman et al., 2015), weak pedagogical content knowledge (Harjanto et al., 2017)
• The problem of sensemaking. Indonesian teachers have a strong civil servant identity
and mindset* (Bjork, 2005; Syahril, 2016). (*obedience, loyalty, following orders religiously,
and devaluing expertise)
• The problem of coherence. A difference of the orientation between PD, curriculum, and
assessment (Thair & Treagust, 2003). The orientation of most schools and teachers in
Indonesia: having students pass national exams (especially for secondary schools), or
following a prescribed centralized curriculum.
• The problem of governance. Decentralization may have decreased teacher effort because
local authorities may have performed worse (or no better) than the central government (Leer,
2016).
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !5
Case 1: PKG — Pemantapan Kerja Guru
(Strengthening the work of teachers),
1980-1996
• During the 1980s and 1990s, the PKG project was
the single largest teacher professional development
program in the world (Monk & Dillon, as cited in
Thair & Treagust, 2003).
• What is PKG?
Inducting teachers into the concept of using
student-centred learning that encouraged open
communication with students and their active
participation in classroom and laboratory activities.
On-service 1 On-service 2
• In-On Service Model
• These teachers develop training materials and induct teachers at the provincial level using “in-on” (in-
service & on-service) system for 16 weeks. There were usually 50 participants.
• 2 weeks prior to the start of the semester: the first in-service residential program
• 6 weeks during the semester: the first on-service program — pre- & post observation discussions,
observations, demonstration lessons by instructors, weekly Saturday meetings
• 6 weeks after: the second on-service program — pre- & post observation discussions, observations,
demonstration lessons by instructors, weekly Saturday meetings
• Twice-yearly national evaluation and preparation workshops held over three weeks.
New instructors were trained.
• Effectiveness. Earlier model was successful, later model was not (Thair & Treagust, 2003).
• What happened towards the end? Funding from the World Bank got reduced and finally ended.
PKG’s quality was compromised.
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !7
Case 2: • Lesson study is a form of PD in which teachers open
Lesson Study, their lessons to others for observation and reflection
(Saito et al., 2006). It has been gaining attention in
2000s-now Indonesia since early 2000s (Pereira, 2016).
• How?
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !9
Case 3: PMRI, 2000s-now
• A movement to reform mathematics education in
(Pendidikan Matematika Indonesia, with a bottom-up implementation approach
Realistik Indonesia — (Sembiring, Hadi, & Dolk, 2008)
Indonesian Realistic
Mathematics Education) • In the concept of RME students should be given
opportunity to develop their reasoning and logic
through exposure of real life or contextual problems.
(Hadi, 2002)
• The number of teachers in Indonesia is beyond the capacity of the PD providers (Sari, 2012;
Widodo, et al., 2011). One of alternative solutions to the current problems is using ICT to
support teachers PD.
• Effective blended learning depends on the cognitive, teaching and social presence:
Collective
Yes Yes Yes Depends Yes
participation
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !16
PD Program Content — What do teachers need to learn?
1. Portraying curriculum content in a way that enables naive minds to comprehend it.
2. Strategies: PD programs convey a specific goal that teachers should strive for
and then provide a collection of illustrative practices that will achieve that goal.
The practices themselves can be just as procedurally detailed as prescriptions, but
they differ in that they are accompanied by a rationale that helps teachers
understand when and why they should implement these strategies.
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !17
Source: Kennedy, 2016
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !18
Source: Kennedy, 2016
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !19
How does professional development improve teaching?
Suggestions for EFForTS
• Collective participation feature — pay attention to the the content and the
nature of the intellectual work
• PD plans learning over time, basing on the slow and incremental way in which
teachers incorporate new ideas into their ongoing practices.
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !20
How does professional development improve teaching?
Suggestions for EFForTS
• “We need to ensure that PD promotes real learning rather than merely adding
more noise to their working environment” (Kennedy, 2016).
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !21
References
• Bactiar. (2016). Indonesian EFL Teachers’ Perceptions of the Influence and Role of Professional Development and Teacher Study Groups on Teachers’
Self-Efficacy: A Mixed Methods Study (Doctoral Dissertation). Retrieved from http://www.easybib.com/guides/citation-guides/apa-format/how-to-
cite-a-thesis-dissertation-apa/
• Bjork, C. (2005). Indonesian education: Teachers, schools, and central bureaucracy. New York, NY: Routledge.
• Chang, M. C., Shaeffer, S., Al-Sammarrai, S., Ragatz, A. B., de Ree, J., & Stevenson, R. (2014). Teacher reform in Indonesia: The role of politics and
evidence in policy making. Retrieved from https://openknowledge.worldbank.org/bitstream/handle/10986/16355/9780821398296.pdf?sequence=1
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures.
Educational Researcher, 38, 181-199.
• Ekawati, S., & Kohar, A. W. (2016). Innovative teacher professional development within PMRI in Indonesia. International Journal of Innovation in
Science and Mathematics Education, 24(5), 1-13.
• Hadi, S. (2002). Effective teacher professional development for the implementation of realistic mathematics education in Indonesia (Doctoral
Dissertation). Retrieved from https://research.utwente.nl/en/publications/effective-teacher-professional-development-for-the-implementation.
• Harjanto, I., Lie, A., Wihardini, D., Pryor, L., & Wilson, M. (2017). Community-based teacher professional development in remote areas in Indonesia.
Journal of Education for Teaching, DOI: 10.1080/02607476.2017.1415515.
• Hendayana, S., Supriatna, A., & Imansyah, H. (2012). Continuing teacher professional development in Indonesia under SISTTEMS. Retrieved from
https://www.academia.edu/8276122/Continuing_Teacher_Professional_Development_in_Indonesia_under_SISTTEMS.
• Joni R. T. (2000) Indonesia, in P. Morris & J. Williamson (Eds), Teacher education in the Asia–Pacific region, pp. 75–106. New York, NY: Falmer Press.
• Kennedy, M. M. (1999). The role of preservice teacher education. In L. Darling- Hammond & G. Sykes (Eds.), Teaching as the learning profession:
Handbook of policy and practice (pp. 54–85). San Francisco, CA: Jossey Bass.
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !22
References
• Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980.
• Leer, J. (2016). After the Big Bang: Estimating the effects of decentralization on educational outcomes in Indonesia through a difference-in-
differences analysis. International Journal of Educational Development, 49, 80–90.
• Pereira, J. D. (2016). School improvement as localized policy: A review of the educational leadership and teacher development literature in
Indonesia and Malaysia. Retrieved from http://www.headfoundation.org/papers/2016_-
_3)_School_Improvement_as_Localized_Policy_A_Review_of_the_Ed_Leadership_and_Teacher_Dvlpmnt_Lit_in_Indonesia.pdf
• Rahman, B., Abdurrahman, A., Kadaryanto, B., & Rusminto, N. E. (2015). Teacher-based scaffolding as a teacher professional development
program in Indonesia. Australian Journal of Teacher Education, 40(11), 67-78.
• Saito, E., Harun, I., Kuboki I., & Tachibana, H. (2006). Indonesian lesson study in practice: case study of Indonesian mathematics and science
teacher education project. Journal of In-Service Education, 32(4), 171-184.
• Sari, E. R. (2012). Teacher professional development in an online learning community: A case study in Indonesia (Doctoral Dissertation).
Retrieved from https://ro.ecu.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1470&context=theses.
• Sembiring, R. K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classrooms through RME. ZDM Mathematics
Education, 40, 927–939.
• Suryadi, A., Rasjidi, U., & Budimansyah, D. (2017). Does teaching licensure boost student learning? Indonesia’s Answer. The New Educational
Review, 49, 261-270.
• Syahril, I. (2016). The Indonesian teacher certification policy: A case study of policy sense-making (Doctoral Dissertation). East Lansing, MI:
Michigan State University.
• Thair, M., & Treagust, D. F. (2003). A brief history of a science teacher professional development initiative in Indonesia and the implications for
centralised teacher development. International Journal of Educational Development, 23, 201–213.
Teacher Professional Development in Indonesia: What have we learned so far? | Dr. Iwan Syahril | October 15, 2018 !23