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Teachers’ task is not solely related to teaching, such as planning, implementing, and evaluating teachinglearning activities. Teachers also have a responsibility to grow professionally by upgrading their
instructional knowledge and skills so that they can manage better teaching practices aligned with current
educational demand and advancement in Information and Communications Technology (ICT). In this
case, teachers are learners who do continuous learning about themselves, their students, and their
profession as teachers. This study using survey design aims to explore learning activities that the English
teachers participate in as their professional development conduct in the Indonesian context. This study
further investigates the teachers’ perception of the learning activities and the obstacles that hinder them
from participating in the learning activities. The participants of this study were 30 English teachers from
junior and senior high schools in South Kalimantan Province attending PPG (Education for Teacher
Profession). The data of this study was collected using the teacher questionnaire based on the Teaching
and Learning International Survey (TALIS). The analysis of the findings on practices of teacher
professional development regarding real professional development activities that English teachers
participate in showed that they experienced some obstacles in participating in the program. The obstacles
consisted of the schedule, high payment of some TPD activities, family’s responsibilities, employer
support, unsuitability of the offered professional development program, and lack of information about the
availability of professional development activities. Despite facing those obstacles, English teachers in this
particular context are committed to growing through continuous professional learning. |
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