The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia’s underprivileged region

Asih, Ria Arista; Alonzo, Dennis; Loughland, Tony

doi:10.1016/j.tate.2022.103824

Cited by 8 publications

(4 citation statements)

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“…There is an interplay between the key features and the rationale for using mandatory PD programs (Avidov-Ungar & Herscu, 2020; Sukri & Yunus, 2018), teacher motivation (Avidov-Ungar &Herscu, 2020; Tanang & Abu, 2014)) and needs (Bauer et al, 2020;Ross & Bruce, 2007), or availability of support and resources (Asih et al, 2022;Grace et al, 2015;El-Hamamsy et al, 2021;Tang & Abu, 2014). The content focus of mandatory PD plays a pivotal role in teachers' positive changes, but if this content does not address the needs of teachers, they will perceive the PD to be ineffective (Avidov-Ungar, 2020;Baker et al, 2017;Rahman et al, 2015;Zein, 2016).…”

Section: Discussionmentioning

confidence: 99%

Key Elements of Effective Mandatory Professional Development Programs

Alonzo,

Asih,

et al. 2024

INT J INSTRUCTION

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Mandatory professional development (PD) programs are prevalent in the system despite research evidence of its weakness in changing teachers’ actual classroom practices. There is no coherent understanding of what makes mandatory PD programs effective. We accessed 23 articles from three databases using the Preferred Reporting Items for Systematic Reviews and Meta-analysis to develop a knowledge base of mandatory PD. We explored how mandatory PD programs have been researched and conceptualised, emphasising what key elements support teachers’ implementation of their acquired knowledge and skills. We developed a framework for designing a mandatory PD program with integrated system-level and school-level extended programs to ensure its effectiveness. Our findings expand Desimone’s elements of effective PD to include school-extended elements such as opportunity and autonomy to implement, monitoring and evaluation mechanisms, and support and resources for teachers. The framework has implications for articulating policy, improving mandatory PD practices, and theoretical understanding of effective mandatory PD programs.

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Section: Discussionmentioning

confidence: 99%

Key Elements of Effective Mandatory Professional Development Programs

Alonzo,

Asih,

et al. 2024

INT J INSTRUCTION

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“…Metode pengumpulan data yang digunakan dalam penelitan ini melalui kuisioner pengukuran capaian pembelajaran para lulusan dan pengukuran kesesuaian perkerjaan yang mereka dapatkan.Instrumen pertanyaan kuisioner mengdopsi dari kusioner yang dibuat oleh [15]. Kuisioner disebarkan kepada para lulusan Program S1 Teknik Informatika Universitas Muhammadiyah Malang (UMM) dari tahun 2018 sampai tahun 2021 dengan total lulusan sebesar 836 lulusan.…”

Section: Metode Penelitianunclassified

K-Means Clustering Dalam Pengelompokan Relevansi Pekerjaan S1 Informatika (Studi Kasus Jurusan Teknik Informatka Umm Malang)

Hariyanto,

Harini,

Chamidy

2024

jipi. jurnal. ilmiah. penelitian. dan. pembelajaran. informatik

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“…The establishment of the Indonesian Teachers' Association (PGRI) is the result of the hard work of Indonesian teachers (Asih et al, 2022) The purpose of this article is to discuss a teacher's union, the organization PGRI, the history of the struggle of PGRI so that it can stand out now, and the goals of the nation's nation's education in Indonesian.…”

Section: Introductionmentioning

confidence: 99%

The History of PGRI's Struggle to Achieve the Educational Goals of the Indonesian Nation

Susanto

Rafidin

Ghozali

et al. 2023

ijsh

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Introduction: As prospective educators or teachers, of course, we need to know the history of the struggle of teachers to achieve the goals of Indonesian National Education. Law no. 14 of 2005 concerning teachers and lecturers in article 1, paragraph 1, that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating students. Teachers are needed as professional educational staff who are indispensable in achieving the goals of the Indonesian nation, namely educating the nation's life and developing the whole person based on the preamble of the 1945 Constitution. The purpose of this research is to find out the history of the struggle of PGRI to achieve the goals of Indonesian education. Method: The method used in this research is historical, through a literature review in the form of books and journals. Result: To achieve the educational goals of the Indonesian nation, teachers have an organization as a gathering place for teachers or academic staff to work together, namely PGRI. PGRI was formed from an indigenous teacher struggle organization during the Dutch era, founded in 1912, called the Dutch East Indies Teachers Association (PGHB). One hundred days after the reading of the proclamation of Indonesia, namely on 24-25 November 1945 in Surakarta, an Indonesian Teachers' Congress was held, which became the forerunner of the Indonesian Teachers' Association (PGRI). Conclusion: PGRI always seeks to obtain, maintain, strengthen, and defend the rights of individuals, community members, citizens, and educators. The formation of PGRI is the result of the hard work of Indonesian teachers.

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The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia’s underprivileged region

Cited by 8 publications

References 76 publications

Key Elements of Effective Mandatory Professional Development Programs

Key Elements of Effective Mandatory Professional Development Programs

K-Means Clustering Dalam Pengelompokan Relevansi Pekerjaan S1 Informatika (Studi Kasus Jurusan Teknik Informatka Umm Malang)

The History of PGRI's Struggle to Achieve the Educational Goals of the Indonesian Nation

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