Coping with 21st Century Opportunities and Challenges: English Teacher Professional Competence Development

Nur Azizah

Abstract


Abstract: The development of information and communication technology in the 21st century requires teachers of English as a foreign language (EFL) to be more professional to scaffold students to reach the global requirements. To be professional, teachers can participate in several modes based on certain demands as required by experts, world organization, and the Indonesian Ministery of Education. However, there are problematic aspects which should be considered, such as conflicts in the workplace, lacks of motivation, personal matters, costs spent, limited chances, and specifications of needs. Due to the problems which may be faced by individual teachers, informal modes can be the ways out fortheir professional development. Teachers can do independent self-development by using ICT as one of the educational devices in this era. This paper highlights teacher professional competence development in relation to the use of ICT as either opportunities or challenges in enhancing the quality of EFL teachers.

Keywords: EFL teachers, ICT in 21st century, professional development

Abstrak: Perkembangan teknologi informasi dan komunikasi (TIK) di abad ke-21 ini menun- tut guru bahasa Inggris sebagai bahasa asing (BIBA) menjadi lebih profesional dalam rangka membantu siswa mereka memenuhi berbagai tuntutan dunia global. Untuk menjadi profesional, guru dapat melakukan berbagai cara sesuai kebutuhan tertentu, seperti yang telah disyaratkan oleh para ahli, organisasi dunia, dan Kementerian Pendidikan Republik Indonesia secara for- mal. Meskipun demikian, ada beberapa aspek permasalahan yang seharusnya dipertimbangkan, seperti konflik ditempat kerja, kurangnya motivasi, permasalahan pribadi, biaya yang dikel- uarkan, keterbatasan kesempatan, dan spesifikasi kebutuhan. Untuk menghadapi permasala- han yang mungkin terjadi secara individu, guru dapat menggunakan cara-cara informal se- bagai jalan keluar dalam melaksanakan pengembangan kompetensi profesionalnya. Guru dapat mengembangkan diri sendiri secara mandiri dengan memanfaatkan ICT sebagai salah satu alat pendidikan di era ini. Makalah ini menyoroti pengembangan kompetensi profesional guru ter- kait penggunaan ICT baik sebagai suatu kesempatan maupun tantangan dalam meningkatkan kualitas guru bahasa Inggris.

Kata-kata kunci: Guru EFL, TIK di abad 21, pengembangan keprofessionalan

 


References


Alfaki, I. M. (2014). Professional devel- opment in English language teaching: A teachers’ view. British Journal of Education, 2(7), 32-49.

Abuhmaid, A. (2011). ICT training courses for teacher professional development in Jordan. Turkish Online Journal of Educa- tional Technology, 10(4), 195-210.

Alsalahi, S. M. (2015). Stages of teacher’s professionalism: How are English language teachers engaged? Theory and Practice in Language Studies, 5(4), 671-678.

Binglimas, K. (2009). Barries to the successful integration of ICT in teach- ing and learning environments: A re- view of the literature. Eurasia Jounal of Mathematics, Science & Teachnology Education, 5(3), 235-245.

Brown. H. D. (2001). Teaching by principles: An interactive approach to language pendagogy. New York, NY: Longman Press.

Carlson, S., & Gadio, C. T. (2002). Teach- er professional development in the use of technology. In W. D. Haddad, & A. Draxler (Eds.), Technologies for educa- tion: Potentials, parameters and prospects (pp. 118-132). Paris/Washington, D. C., UNESCO/Academy for Educational Development.

Charalambos, V. & Glass G. V. (2007). Teacher professional development and ICT: Strategies and models. Yearbook of the National Society for the Study of Edu- cation, 106(2), 87-102.

Dlamini, R, & Mbatha, K. (2018). The discourse on ICT teacher professional development needs: The case of a South African teachers’ union. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 14(2), 17-37.

Dewey, J. (1966). Democracy and education.

New York, NY: The Free Press.

EF EPI. (2016). Education first: English profi- ciency index. Retrieved from https://www. ef.co.id/epi/.

EF EPI (2017). Education first: English proficiency index. Retrieved from https:// www.ef.co.id/epi/.

EF EPI (2018). Education first English pro- ficiency index. Retrieved from https:// en.m.wikipedia.org/wiki/EF-English-Pro- ficiency-Index

Ellis, R. (1994). The study of second language acquisition. Oxford, UK: Oxford Univer- sity Press.

Fox, C. J. (1992). What do we mean when we say professionalism? A language usage analysis for public administra- tion. The American Review of Public Administration, 22(1), 1-17.

Hussin, A. A. (2018). Education 4.0 made simple: Ideas for teaching. International Journal of Education & Literacy Studies, 6(3), 92-98.

Madum, M., Hadriana, H, & Safryanti M. (2019). Exploring teacher perceptions and motivations to ICT use in learning activities in Indonesia. Journal of Information Technology Education: Re- seach, 18(2), 293-317.

Mahsunah, D., Wahyuni, D., Antono A., & Ambarukmi S. (2017) Suplemen bahan ajar pendidikan dan latihan profesi guru (PLPG). Jakarta, Indonesia: Badan PSDMPK-PMP.

Ministry of National Education, RI. (2003). Undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional. Jakarta: Ministry of National Education, the Republic of Indonesia.

Ministry of National Education, RI. (2005). Undang-undang nomor 14 ta- hun 2005 tentang guru.dan dosen. Jakarta, Indonesia: Ministry of Na- tional Education, the Republic of Indonesia.

Ministry of National Education, RI. (2007). Peraturan nomor 16 tahun 2007 tentang standar kualifikasi akademik dan kompetensi guru. Jakarta: Ministry of National Education, the Republic of Indonesia.

Organisation for Economic Co-operation and Development. (2001). Learning to change: The practice and professional d evelopment of teacher. Paris, France: OECD.

Organisation for Economic Co-operation and Development. (2002). Attracting, developing, and retaining effective teachers. Paris, Frence: OECD.

Organisation for Economic Co-operation and Development. (2009). The professional development of teachers. Paris, Frence:OECD.

Organisation for Economic Co-operation and Development. (2019). Countries must make teaching profession more financially and intelectually attractive. Paris, Frence: OECD.

Ramirez, B. & Poolttiwong, A. (2016). ASEAN economic integration: opportunities and challenges that lie ahead. Retrieved from https://intpolicydigest.org/2016/01/06/ asean-economic-integration-opportuni- ties-and-challenges-that-lie-ahead/

UNESCO. (2008). ICT competency standards for teachers: Competency standards modules. Paris, Frence: UNE- SCO.

UNESCO. (2014). EFA, Global monitoring report. Paris, Frence: UNESCO.

UNESCO. (2016). Global education monitoring report. Paris: UNESCO.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, UK: Harvard University Press.


Refbacks

  • There are currently no refbacks.