The Teacher Professional Development (TPD) program is a crucial strategy for enhancing teachers' knowledge and skills. The program includes activities that go beyond introducing instructional methods in the classroom and focus on improving teachers' abilities to communicate and collaborate with their peers, community of teachers, leaders, and school partners. There is a scarcity of research presenting TPD data from teacher representatives throughout Indonesia, particularly those using the 2018 TALIS questionnaire developed by the OECD. This mixed-method study collected TPD data from a survey of 1000 primary school teachers in Indonesia and interview data through the FGD method from 66 respondents, including teachers, principals, parent committees, and education offices from several cities in Indonesia. The study's results indicate that TPD programs in Indonesia require improvement and equal implementation by both teachers in urban and suburban/rural areas. The programs primarily focus on enhancing knowledge, instructional and institutional skills, including organic relationships with peers and school partners. Descriptive data analysis reveals that TPD programs should encourage cooperation and collaboration among teachers at local, national, and international levels. Recommendations for future research should analyze the effect of the TPD program integrated with the Merdeka Curriculum on teachers' committees. This will provide valuable insights into the effectiveness of the program.

Authors:
Astri Dwi Jayanti Suhandoko, Universitas Terbuka, Indonesia
Ucu Rahayu, Universitas Terbuka, Indonesia
Andayani Andayani, Universitas Terbuka, Indonesia
Siti Aisyah, Universitas Terbuka, Indonesia
Pamela Mikaresti, Universitas Terbuka, Indonesia

About the Presenter(s)
Dr Astri Dwi Jayanti Suhandoko is a University Assistant Professor/Lecturer at Universitas Terbuka (Open University) in Indonesia

See this presentation on the full schedule – On Demand Schedule

Bookmark