The Influence of Continuous Professional Development on the Vocational Teachers’ Competence to Support the Professional Development of Learner Teachers

Abstract

This study aims to analyze the influence of continuous professional development in supporting the professional development of learner teachers on the competence of VHST. To answer the problem, expose facto research was conducted. A sample of 99 productive VHST who took the teacher competency test in East Java is determined using a stratified random sampling technique. The data analysis technique is the descriptive analysis and Kruskal Wallis Test. The results showed: 1) showed there was a non-significant influence on the competence teachers in terms of: who often participated in the functional and technical teacher training compared who did not often take; often participated in the collective teacher activities compared to never taking; do not often participate in presentations in scientific forums compared to teachers who do not participate; teachers participating in publication of research results or innovative ideas in the field of formal education compared to teachers not following; teachers having appropriate technology publications compared to teachers not having, who are finding works of art compared to who are not finding, making learning tools/teaching aids and practical tools compared to teachers not making, and 2) There is a significant influence on the competence teachers who prepare textbook publication compared to teachers who do not prepare. The implications of the research results are expected to be input for related parties in improving the competence of VHST.