HOW ENGLISH TEACHERS LEARN IN INDONESIA: TENSION BETWEEN POLICY-DRIVEN AND SELF-DRIVEN PROFESSIONAL DEVELOPMENT
Professional Development (PD) and Professional Learning (PL) are established terms which are used interchangeably but theoretically have notable differences. The former is formally and externally designed while the latter is more informal and self-directed. These differing characteristics have not...
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| Format: | Article |
| Language: | English |
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Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
2018-07-01
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| Series: | TEFLIN Journal |
| Subjects: | |
| Online Access: | https://journal.teflin.org/index.php/journal/article/view/591 |
| _version_ | 1797784106154590208 |
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| author | I. G. A. Lokita Purnamika Utami Sarah Prestridge |
| author_facet | I. G. A. Lokita Purnamika Utami Sarah Prestridge |
| author_sort | I. G. A. Lokita Purnamika Utami |
| collection | DOAJ |
| description |
Professional Development (PD) and Professional Learning (PL) are established terms which are used interchangeably but theoretically have notable differences. The former is formally and externally designed while the latter is more informal and self-directed. These differing characteristics have not been observed in the context where PD is normally governed by government policy. As such, there is little to no research on Indonesian English teachers' practice, preferences and dispositions for PD or PL. A qualitative study was conducted involving four English teachers from Indonesia who demonstrated active participation in professional development and professional learning activities. Developmental interviews were the main source of data. The study showed distinct variance in these teachers' preference and action for PL through online networks, self-chosen PD and knowledge-sharing interactions with their colleagues. The study observed compliant dispositions and indifferent dispositions towards school PD policy. The study suggests the need to shift compliancy and policy measures from formal school based professional development to include online professional learning opportunities that the teachers initiate, with the integration of both approaches needing further research and development.
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| first_indexed | 2024-03-13T00:35:07Z |
| format | Article |
| id | doaj.art-dcbb0e0137364e029d8afc3b3733cf1c |
| institution | Directory Open Access Journal |
| issn | 0215-773X 2356-2641 |
| language | English |
| last_indexed | 2024-03-13T00:35:07Z |
| publishDate | 2018-07-01 |
| publisher | Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) |
| record_format | Article |
| series | TEFLIN Journal |
| spelling | doaj.art-dcbb0e0137364e029d8afc3b3733cf1c2023-07-10T06:48:42ZengAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)TEFLIN Journal0215-773X2356-26412018-07-0129210.15639/teflinjournal.v29i2/245-265296HOW ENGLISH TEACHERS LEARN IN INDONESIA: TENSION BETWEEN POLICY-DRIVEN AND SELF-DRIVEN PROFESSIONAL DEVELOPMENTI. G. A. Lokita Purnamika UtamiSarah Prestridge Professional Development (PD) and Professional Learning (PL) are established terms which are used interchangeably but theoretically have notable differences. The former is formally and externally designed while the latter is more informal and self-directed. These differing characteristics have not been observed in the context where PD is normally governed by government policy. As such, there is little to no research on Indonesian English teachers' practice, preferences and dispositions for PD or PL. A qualitative study was conducted involving four English teachers from Indonesia who demonstrated active participation in professional development and professional learning activities. Developmental interviews were the main source of data. The study showed distinct variance in these teachers' preference and action for PL through online networks, self-chosen PD and knowledge-sharing interactions with their colleagues. The study observed compliant dispositions and indifferent dispositions towards school PD policy. The study suggests the need to shift compliancy and policy measures from formal school based professional development to include online professional learning opportunities that the teachers initiate, with the integration of both approaches needing further research and development. https://journal.teflin.org/index.php/journal/article/view/591professional developmentonline professional learningEnglish teachereducation policy |
| spellingShingle | I. G. A. Lokita Purnamika Utami Sarah Prestridge HOW ENGLISH TEACHERS LEARN IN INDONESIA: TENSION BETWEEN POLICY-DRIVEN AND SELF-DRIVEN PROFESSIONAL DEVELOPMENT TEFLIN Journal professional development online professional learning English teacher education policy |
| title | HOW ENGLISH TEACHERS LEARN IN INDONESIA: TENSION BETWEEN POLICY-DRIVEN AND SELF-DRIVEN PROFESSIONAL DEVELOPMENT |
| title_full | HOW ENGLISH TEACHERS LEARN IN INDONESIA: TENSION BETWEEN POLICY-DRIVEN AND SELF-DRIVEN PROFESSIONAL DEVELOPMENT |
| title_fullStr | HOW ENGLISH TEACHERS LEARN IN INDONESIA: TENSION BETWEEN POLICY-DRIVEN AND SELF-DRIVEN PROFESSIONAL DEVELOPMENT |
| title_full_unstemmed | HOW ENGLISH TEACHERS LEARN IN INDONESIA: TENSION BETWEEN POLICY-DRIVEN AND SELF-DRIVEN PROFESSIONAL DEVELOPMENT |
| title_short | HOW ENGLISH TEACHERS LEARN IN INDONESIA: TENSION BETWEEN POLICY-DRIVEN AND SELF-DRIVEN PROFESSIONAL DEVELOPMENT |
| title_sort | how english teachers learn in indonesia tension between policy driven and self driven professional development |
| topic | professional development online professional learning English teacher education policy |
| url | https://journal.teflin.org/index.php/journal/article/view/591 |
| work_keys_str_mv | AT igalokitapurnamikautami howenglishteacherslearninindonesiatensionbetweenpolicydrivenandselfdrivenprofessionaldevelopment AT sarahprestridge howenglishteacherslearninindonesiatensionbetweenpolicydrivenandselfdrivenprofessionaldevelopment |