Teacher Professional

Development

By:
Kurniawan Yudhi Nugroho
 Definition

“Professional development is defined as activities that

develop an individual’s skills, knowledge, expertise
and other characteristics as a teacher.”
 “Effective professional development is on-going, includes training, practice
and feedback, and provides adequate time and follow-up support. Successful
programmes involve teachers in learning activities that are similar to ones
they will use with their students, and encourage the development of
teachers’ learning communities. There is growing interest in developing
schools as learning organisations, and in ways for teachers to share their
expertise and experience more systematically.”

(OECD, 2005)
 Objectives of TPD
• to update individuals’ knowledge of a subject in light of recent
advances in the area;
• to update individuals’ skills, attitudes and approaches in light of the
development of new teaching techniques and objectives, new
circumstances and new educational research;
• to enable individuals to apply changes made to curricula or other
aspects of teaching practice;
• to enable schools to develop and apply new strategies concerning
the curriculum and other aspects of teaching practice;
• to exchange information and expertise among teachers and others,
e.g. academics, industrialists; and
• to help weaker teachers become more effective.
 Types of TPD
• Courses/workshops (e.g. on subject matter or methods and/or other
education-related topics);
• Education conferences or seminars (at which teachers and/or researchers
present their research results and discuss education problems);
• Qualification programme (e.g. a degree programme);
• observation visits to other schools;
• participation in a network of teachers formed specifically for the
professional development of teachers;
• individual or collaborative research on a topic of professional interest; and
• mentoring and/or peer observation and coaching, as part of a formal
school arrangement.
 Most Common Types of TPD
• Reading professional literature (e.g. journals, evidence-based
papers, thesis papers); and
• Engaging in informal dialogue with peers on how to improve
teaching.
 LEVEL AND INTENSITY OF PARTICIPATION IN
PROFESSIONAL DEVELOPMENT

Participation rates
TYPES OF PROFESSIONAL DEVELOPMENT
 UNSATISFIED DEMAND AND
DEVELOPMENT NEEDS
Percentage of teachers who wanted more development than they received by far
 Continued
Areas of Greatest Development needs
 Professional Development Needs
• Content and performance standards: Bulgaria, Denmark, Malaysia and
Lithuania.
• Student assessment practices: Belgium (Fl.), Lithuania and Norway.
• Subject field: Belgium (Fl.), Italy, Korea, Lithuania and Malaysia.
• Instructional practices: Italy, Korea, Lithuania and Malaysia.
• Student discipline and behaviour problems: Austria, Hungary, Iceland, the
Slovak Republic and Slovenia;
• Teaching in a multicultural setting: Ireland, Italy, Spain and Turkey.
• Student counselling: Ireland, Korea, Mexico and Poland.
 Support received by Teachers for
Professional Development
• Compulsory professional development
• Financial support
• Salary supplements
• Scheduled time
• Induction and mentoring
 BARRIERS THAT PREVENT MEETING DEMAND

• No suitable development
• Conflict with work schedule
• Too expensive
• “Lack of employer support”
 IMPACT OF PROFESSIONAL
DEVELOPMENT
Comparison of Impact and Participation by Types of Development Activities
 Conclusion
How well are teachers’ professional development needs being met?

• More than half of the teachers surveyed reported that they wanted more
professional development than they had.
• Across countries, the aspects of teachers’ work with greatest development
need are: “Teaching special learning needs students”, followed by “ICT
teaching skills” and “Student discipline and behavior”.
 Continued
How best should unsatisfied demand for professional development be
addressed?
• The more teachers paid for development, the more they took part in.
• Payment and satisfaction did not go hand in hand: on the contrary, those
who paid for professional development were more likely to want more.
• The principal cause of unfulfilled demand, according to teachers, is the
conflict with their work schedule, but they also often cite lack of suitable
development opportunities. Those who participated in the least
development were most likely to cite the latter cause.
• The most effective types of development, according to teachers, are those
in which they participate least – especially programmes leading to
qualifications, and to a lesser degree, research activities. The most
effective types of development are also those for which teachers are more
likely to have had to pay the full or partial cost and devote most time to.
Thank You