Continuing Professional Development (CPD) for Teachers of English

Hotnasari Siregar

Abstract


Abstract: The quality of teachers is essential in improving quality of education especially in coping with the needs of 21st century. Teachers need to be the role model for their students and for this reason, teachers need to develop their professionalism in teaching continuously. Continuing Professional Development (CPD) can be the answer of today’s rapidly and technologically changing world. This paper will highlight some issues about Continuing Professional Development (CPD) through some studies about it. Some findings reveal that CPD contribute positive improvement, especially in today’s rapidly and technologically changing world. There are also some findings show that CPD activities do not enable teachers to develop the skill of reflection and action on daily teaching.

 

Keywords: continuing professional development (CPD), teachers of English

 

Abstrak: Kualitas guru sangatlah penting dalam meningkatkan kualitas pendidikan terutama pada abad ke-21 ini. Guru haruslah menjadi seorang model bagi para muridnya dikarenakan hal ini, guru harus mengembangkan profesionalisme mereka secara berkelanjutan. Pengembangan profesional yang berkelanjutan dapat menjadi jawaban dari perkembangan pesat dunia yang diikuti dengan perkembangan teknologi. Makalah ini akan membahas beberapa isu berkenaan dengan pengembangan profesional berkelanjutan melalui beberapa penelitian terkait dengan topic ini. Beberapa penemuan mengungkapkan bahwa pengembangan profesional berkelanjutan memberikan peningkatan yang positif, terutama terhadap perkembangan dunia yang disertai dengan perkembangan teknologi. Beberapa penemuan juga menunjukkan bahwa pengembangan professional berkelanjutan tidak memberikan pengaruh terhadap guru untuk mengembangkan kemampuan mereka dalam merefleksi dan membuat tindakan dalam proses pembelajaran.

 

Kata-kata kunci: pengembangan professional berkelanjutan, guru Bahasa Inggris


Full Text:

PDF

References


Agbayahoun, J., P. (2016). Teacher professional development: EFL teachers’ experiences in the Republic of Benin. International Journal of English Linguistics, 6(4), 144-152. doi: 10.5539 /ijel.v6n4p144

Allwright, D. (2005). Developing principles for practi¬tioner research: The case of exploratory practice. The Modern Language Journal, 89(3), 353-366. http://dx.doi.org/10.1111/j.15404781.2005.00310.x

BCTF. (2009). Roles and responsibilities of teachers and teacher assistants’ education assistants. Retrieved from http://www.bctf.ca/uploadedfiles/public/issues/WorklifeWorkload/2009/fullreport.pdf

Chang, M. C. (2010). Supporting teacher reform in Indonesia (Presentation). Jakarta, Indonesia: Kongres Guru Indonesia.

Day, C. (1999). Developing teachers: The challenges of lifelong learning. London, England: Falmer Press.

Fullan, M. (2001). Leading in a culture of change. San Fransisco, CA: Jossey -Bass.

Hargreaves, A., &Fullan, M. G. (Eds). (1992). Understanding teacher develop-ment. New York, NY: Teachers College Press, Columbia University.

Macheng, P. (2016). Continuing profess-sional development of teachers in junior secondary schools in Bostwana. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 7(4), 283-291. Retrieved from http://jeteraps.scholarlinkresearch .com/articles/Continuing%20Professional%20Development.pdf

Mizell, H. (2010). Why professional development matters. Oxford, England: Learning Forward.

Murni. (2015). Analisis pengembangan keprofesian berkelanjutan guru SMK Muhammadiyah 3 dan 6 Gemolong Sragen (Graduate thesis). Retrieved from http://eprints.ums.ac.id/37627/1/Naskah% 20Publikasi.pdf

Nurkolis., Yuliejantiningsih, Y., & Sunandar. (2017). Efektivitas pengem-bangan keprofesian berkelanjutan untuk guru. Jurnal Manajemen Pendidikan, 4(1), 28-36.

Priajana, N. (2017). Continuing professional development activities for English teacher. ELT-Echo, 2(1), 37-48.

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: strategies for language learning. London, England: Cambridge University Press.

Shoqair, M., &Shaaban, S. (2013). Strategies of professional development for EFL and technology teachers. Education Journal, 2(6), 249-255. doi: 10.11648/j.edu.201302 06.17

Tanang, H., & Abu. B. (2014). Teacher professionalism and professional deve-lopment practices. Journal of Curriculum and Teaching, 3(2), 25-42. doi:10.543 0/jct.v3n2p25

The Ministry of Administrative and Bureucratic Reform Regulation. (2009). Jabatan Fungsional Guru dan Angka Kreditnya. Retrieved from https://e-dokumen.kemenag.go.id/files/Vq9y3R2K1286781139.pdf

The Law of Republic of Indonesia. (2005). Undang-undang tentang guru dan dosen. Jakarta, Indonesia: Indonesia. Retrieved from http://luk.staff.ugm.ac.id/atur/UU 14-2005GuruDosen.pdf

UNESCO. (2008). The ILO/UNESCO recommendation concerning the status of teachers (1966) and the UNESCO recommendation concerning the status of higher-education teaching personnel (1997). Retrieved from http://unesdoc. unesco.org/images/0016/001604/160495e.pdf

Wuryandini, E. (2014). Analisis permasa-lahan dan kebutuhan pengembangan keprofesian berkelanjutan guru SMK bidang keahlian bisnis dan manajemen pasca sertifikasi di kota Semarang. Jurnal Manajemen Pendidikan, 9(2), 108-11.


Refbacks

  • There are currently no refbacks.