TEACHERS’ PERCEPTION ON CONTINUING PROFESSIONAL DEVELOPMENT AFTER COVID-19 PANDEMIC
Abstract
The researcher investigated two research questions on the teachers’ perception towards continuing professional development in Bireuen Regency at the time of covid-19. The first research question was the opinion on continuing professional development in general and the second one was going more in-depth to find out how this opinion differs after the time of Covid-19. 30 teachers from the six schools in Bireuen Regency were included in this research. All participants were asked to provide responses to questionnaires and interviews. This study used mixed methods as its research methodology in order to make the data obtained more comprehensive, valid, reliable and objective. As a result, among Continuing Professional Development (CPD) programs, ‘Network of Teachers Formed Specifically for the Professional Development’ had the greatest impact on teacher work before or after pandemic, with more than half of the respondents were found to be participating in the ‘Network of Teachers Formed Specifically for the Professional Development’ and they believe it has had a great impact on them.
Downloads
References
[2]. Braun, P. 2013. Handbook of Research on ICTs and Management Systems for Improving Efficiency in Healthcare and Social Care. Diakses 13 Maret 2021 di https://www.igi-global.com/chapter/clever-health-study-adoption-impact/78018
[3]. Carrubi, D, B. 2020. Analyzing the Relationship Between Innovation, Value Creation, and Entrepreneurship. Diakses 13 Maret 2021 di https://www.igi-global.com/chapter/talent-revolution/240371
[4]. Creswell, J.W. 2010. Research Design: Pendekatan Kualitatif, Kuantitatif, Dan Mixed. Yogyakarta: Pustaka Pelajar.
[5]. Farrel, T. S. C. 2005. Conceptions of Grammar Teaching: A case study of Teachers' Beliefs and Classroom Practices. TESL-EJ. Volume 9, Number 2.
[6]. Freeman, Chris; O’Malley, Kate; and Eveleigh, Frances. 2010. Australian teachers and the learning environment: an analysis of teacher response to TALIS 2008: final report http://research.acer.edu.au/talis/
[7]. Garet, M.S., et al. 2001. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal. No. 38, pp. 915-945, www.jstor.org/stable/3202507.
[8]. Jensen, B., et al. 2012. The Experience of New Teachers: Results from TALIS 2008, OECD Publishing. http://dx.doi.org/10.1787/9789264120952-en
[9]. Jensen, B., J. Reichl. 2011. Better Teacher Appraisal And Feedback: Improving Performance. Melbourne: Grattan Institute.
[10]. Jordan, A., C. Glenn, & D. Mcghie-Richmond. 2010. The supporting Effective Teachers (SET) Project: The Relationship of Inclusive Teaching Practice to Teachers’ Beliefs about Disability and Ability and About Their Roles as Teachers. Teaching and Teacher Education. 26 (2).
[11]. Kagan, D. M. 1992. Implications of research on teacher belief. Educational psychologist.
[12]. Kemendikbud. Neraca Pendidikan Daerah. Diakses 12 Maret 2021 dari https://npd.kemdikbud.go.id/
[13]. OECD. 2014. TALIS 2013 Results: an international Perspective on Teaching and learning, OECD Publishing. http://dx.doi.org/10.1787/9789264196261-en
[14]. OECD. 2013. Creating Effective Teaching and Learning Environments: First Results from TALIS. Canada: Organization of Economic Collaboration and Development.
[15]. Olurinola, O. 2020. Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms. Diakses 13 Maret 2021 di https://www.igi-global.com/chapter/computer-driven-technologies-for-effective-teaching-in-k-12-classrooms-in-nigeria/239651
[16]. Revina, S. 2019. Menyoroti Upaya Pemerintah Memperbaiki Rapor Guru SD. Kompas.com. diakses 20 Maret 2020 dari https://edukasi.kompas.com/read/2019/07/30/15363801/menyoroti-upaya-pemerintah-memperbaiki-rapor-guru-sd?page=all
[17]. Richards, J. C. & Lockhart, C. 2005. Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press.
[18]. Sugiyono. 2016. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R & D. Bandung: Alfabet.
[19]. Suranto, A. W. 2011. Komunikasi Interpersonal. Jakarta. Graha Ilmu.
[20]. Woolfolk, H., Hoy, W. K. & Davis, H. 2009. Teachers’ Self-Efficacy Beliefs in Handbook of Motivation in School, edited by Kathryn Wenzel and Allan Wigfield, 627- 654. Mahwah, NJ. Erlbaum.
