Indonesian Teachers’ Professional Development Practices and Needs in Post Pandemic Education

Abstract

COVID19 pandemic has affected education sector in multiple ways, particularly in how teachers and students interact in the formal schooling. While virtual teaching has been widely expected as the new normal in this unprecedented time, little is known about how teachers grapple with the realities of this new mode of teaching learning and what their professional development needs are in this context. This article explores teachers’ perspectives on their professional development needs in the post pandemic era through the qualitative survey conducted with 265 Indonesian teachers who taught English in the elementary school, middle school, high school, and college level. Findings of this study showed that teachers used various online platforms to facilitate the online learning. However, less than half of the teachers in this study considered their teaching online effective. The teachers’ main concerns regarding the online learning include their students’ inability to fully participate in online learning and that their online learning was not as effective as their face to face learning. The teachers relied on attending webinars as one of the ways to do professional development. They also joined teachers’ learning communities to discuss new innovation in English language teaching, to get teaching materials they needed, to collaborate with other English teachers, and to share ideas about teaching English. Implication of the study includes the need for creating a virtual space for teachers to learn and exchange ideas with other teachers as a form of continuing professional development.

Unlocking the Needs to Design Audiovisual Media to Incorporate Climate Change Education in ELT

“…In light of the urgency posed by climate change and the increasing frequency of climate change-induced disasters, there is a pressing need for English language teachers to actively engage in interdisciplinary efforts aimed at incorporating climate change education into their curriculum. Notably, existing efforts have predominantly taken place within higher education, where prospective English language teachers have been involved in discussions on climate change and have been encouraged to write about the topic (Liu & Li, 2019;Pratiwi & Silvhiany, 2023;Silvhiany, 2022). Consequently, it is imperative to extend these efforts to include climate change education as an integral component of English language teaching at the secondary level.…”

“…The availability of audiovisual-based climate change related materials will support the integration of climate literacy in English language teaching. As a survey study conducted by (Silvhiany, Rahmadhani, et al, 2023) (Castek & Dwyer, 2018;DeWaters et al, 2014;Jarrett & Takacs, 2020;Trott, 2020).…”

Challenges and Opportunities to Collaborative Distance Learning in Esp Instruction

“…Comprehensive university instructors training is essential in preparing educators for the demands of collaborative distance learning. University instructors need to create a virtual space for to learn and exchange ideas with other instructors as a form of continuing professional development (Silvhiany, 2022) to equip them with the necessary skills to navigate the online realm, create engaging content, and foster a sense of community among learners. Ongoing training is vital to keep educators up-to-date of evolving technologies and pedagogical strategies.…”

Teacher professional development during COVID-19 pandemic: Opportunities and challenges

“…The COVID-19 pandemic has challenged the ability of teachers to use technology in virtual classrooms. It is unlikely possible to run the teaching and learning process unless a technology, even in a very simple one such as mobile phones, is used during COVID-19 pandemic (Silvhiany, 2022). Thus, teachers need to be able to operate any technology to assist them deliver the subject.…”