Primary School Teachers’ Continuing Professional Development (CPD) : Teachers’ Reflection of Expectation and Reality

Abstract

Teachers’ quality plays a paramount role in the improvement of quality of education. This paper describes the reflection of expectation and reality from the concept and the implementation of CPD of Primary School teacher in Indonesia. The objectives of CPD are increasing teachers’ professional development, increasing education services and upgrading professional qualification. In Indonesia, the objectives CPD only touches increasing education services and professional development. Teachers should involve in CPD activities, they are in self-development, scientific publication and innovative works. The reality from the implementation of CPD, Indonesia’s Education Development Index (EDI) is still on average level. It shows CPD activities have not brought education service improvement in longlife learning. In term of professional development, there are many teachers who are not pass credit score to have higher fungtional position and the main factors are less of motivation and commitment of teachers. In the other line, teachers who have pursued master qualification commonly have been pass credit score.

Developing Android Based Continuing Professional Development (CPD) Integrated Program for Primary School Teachers

“…(Kastawi & Yuliejantiningsih, 2019) showed that only 5% of teachers were actively participating in CPD activities and only 4% of teachers set aside teacher certification to participate in teacher CPD activities. This is in line with (Agusta & Kristiawan, 2021) showing that only 12.5% of teachers are always active in CPD participation in participating in scientific publications and innovative works.…”

Continuous Professional Development Based on Internal Coaching in School Institutions

“…The program was running with the activity without the assessment clearly. These became considered for the input of a hypothetical model (Agusta & Kristiawan, 2021).…”