TEACHERS’ PERCEPTION
OF PROFESSIONAL DEVELOPMENT THROUGH
IN-SERVICE TRAINING PROGRAMS
A THESIS
Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum)
in English Studies
By
SUWASTANTO 056332035
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
A THESIS
TEACHERS’ PERCEPTION
OF PROFESSIONAL DEVELOPMENT THROUGH
IN-SERVICE TRAINING PROGRAMS
By
SUWASTANTO 056332035
Approved by
Drs. FX. Mukarto, M.S., Ph.D. ________________________
A THESIS
TEACHERS’ PERCEPTION
OF PROFESSIONAL DEVELOPMENT THROUGH
IN-SERVICE TRAINING PROGRAMS
By
SUWASTANTO 056332035
Defended before the thesis committee and declared acceptable.
THESIS COMMITTEE
Chairperson : Dr. BB Dwijatmoko, M.A . ___________________
Secretary : Drs. FX. Mukarto, M.S., Ph.D. ___________________
Members : 1. Dr. J. Bismoko ___________________
2. Dr. Fr. B. Alip, M.Pd., M.A. ___________________
Yogyakarta, August 14, 2008 The Graduate School Director Sanata Dharma University
STATEMENT OF ORIGINALITY
This is to certify that all ideas, statements, and sentences, unless otherwise stated, are ideas, statements, and sentences of me. I understands the consequences if taking the ideas, statements, and sentences without proper references.
Yogyakarta, April 11, 2008
ACKNOWLEDGEMENTS
There are many people to thank in the process of completing this thesis. First and foremost, I thank my consultant, FX Mukarto, Ph.D, for his advice and help in writing this work. Without his advice and willingness to share ideas and for allowing me to get materials, this thesis would have not been completed yet.
I am most grateful to English Language Studies lecturers for the chance to participate in their classes. Participating in their classes have indeed give me awareness and real experience of learning.
I wish to thank my classmates, Kis, Tama, Bu Nita, Pak Sigit, and Ning for your detailed comments, ideas, and useful suggestions. I also thank Wiwid, Endri, and Titin for your willingness to find references for me in LPMP library. Likewise, my thanks also go to mbak Leli for her help during my study in KBI.
I cordially thank my beloved Mei and Rizal for your support during the process of writing this thesis.
My apologies are due if I have unintentionally omitted anyone to whom acknowledgements should be directed.
TABLE OF CONTENTS
Page
Title Page ……….………...………… i
Approval Page ………...…. ii
Thesis Defense Approval Page ……..……… iii
Statement of Originality .………. iv
C. Problem Delimitation and Limitation ……… 6
D. Research Questions ………. 7
E. Research Goals ………. ………. 7
F. Research Benefits ……… 7
G. Definition of Terms ……… 9
II. THEORETICAL REVIEW A Literature Review ……… 11
1. 2. Perception ………..………… Teacher Professional Development through In-Service Training………. 11 13 a. Teacher Professional Development ……… 14
b. Teacher In-Service Training……… 17
3. Related Studies ………. 22
B. Theoretical Framework………. 23
III. RESEARCH METHOD A. Research Method ..………..….……… 25
B. Nature of Data …….……….……… 26
C. D. Data Setting and Sources ………. Data Gathering Instruments and Data Collection ……… 26 27 E. Data Processing ……….. 33
1. Processing Interview Data ………. 33
2. Thematizing Teachers’ Comment ………. 33 3. Constructing Tentative Profile of Teachers’
Perception of Professional Development through In-Service Training ……….
34
4. Conducting Reflection of Individual Teacher’s Perception ………
5. Analyzing Teachers’ Perception ………. 34 F. Research Procedure ……….. 34 IV. ANALYSIS
A. Findings ………. 37
1. Teacher’s Perception of Professional Development through In-Service Training ……….…
37 a. Hotman’s Perception of Professional
Development through In-Service Training ……...
38 b. Niswa’s Perception of Professional Development
through In-Service Training ……….
42 c. Wijaya’s Perception of Professional
Development through In-Service Training ……...
47 d. Lusi’s Perception of Professional Development
through In-Service Training ……….
51 e. Teachers’ Perception of Professional
Development through In-Service Training : A Summary………...
56
2. Teachers Professional Development after
Participating in the In-Service Training ………. 57 a. Hotman’s Professional Development …………... 57 b. Niswa’s Professional Development …...………... 60 c. Wijaya’s Professional Development …..………... 62
d. Lusi’s Professional Development ……..………... 65 e. Teachers’ Professional Development: A
Summary………... …………
68
B. Discussions ………...………… 68 1. Teachers’ Perception of Professional Development
through In-Service Training ………...
69 a. Teacher Understanding on Professional
Development ………
69 1) Teacher Understanding on Professional
Development Process ………..
69 2) Teacher Understanding on Professional
Development System ………..
70 3) Teacher Understanding on Increasing
Teacher Experience ……….
71 4) Teacher Understanding on Continuous
Process ……….
72 b. Teachers’ Past Experience ………. 72
1) Teacher Past Experience on Improving Teacher Competence ………...…….…
69 2) Teacher Past Experience on Improving
Certain Development ………….………
1) Teachers’ Expectation on Inset Material ….. 74 2) Teachers’ Expectation on Inset Instructors … 75 3) Teachers’ Expectation on Inset Organizing
Committee ………..
76 d. Teachers’ Perception of Professional
Development through In-Service Training: A summary ….………..
77
2. Teachers Professional Development after
Participating in the In-Service Training ……..…….
79 a. Teachers’ Competence Improvement ………….. 79 b. Teachers’ Development in Other Aspects ……… 80 c. Teachers’ Professional Development after
Participating in the In-Service Training: A
summary ………..
82
V. CONCLUSION
A. Conclusion ……… 83
B. Recommendation ………. 85
Bibliography 87 Appendices
LIST OF TABLES
Table 3.1 Blue prints of components and indicators …………..…… 28
Table 3.2 First interview questions of Hotman: a sample………..…. 29
Table 3.3 Second interview questions of Hotman: a sample…….….. 30
Table 4.1 Hotman’s perception of professional development through in-service training ……… 39 Table 4.2 Niswa’s perception of professional development through in-service training ……….………… 43 Table 4.3 Wijaya’s perception of professional development through in-service training ……….……… 48 Table 4.4 Lusi’s perception of professional development through in-service training ……….………… 52 Table 4.5 Hotman’s professional development ……… 58
Table 4.6 Niswa’s professional development ………...………… 60
Table 4.7 Wijaya’s professional development ……….………… 63
LIST OF FIGURES
Figure 3.1 Triangulation of teachers’ perception of professional
CODING SYSTEM
To ease the readers find interview scripts cited in the discussion section, I applied coding system as follows:
Example : I:25/5/2007/HA30 I : refer to interview 25/5/2007 : refer to date of interview HA : refer to participants’ initial
H for Hotman N for Niswa W for Wijaya L for Lusi A for answer
ABSTRACT
Suwastanto. 2008. Teachers’ Perception of Professional Development through In-service training programs.Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.
Professional development is a lifelong, collaborative learning process that nourishes the growth of educators both as individuals and as team members. The focus of it must be to improve student learning. As any other profession, teacher needs to keep updated on the current development of their profession. An attempt to increase teachers’ professional development is through in-service training programs.
Teachers tend to disregard in-service training, as such training does not seem to give an adequate incentive and career development. Nevertheless, formal evaluation showed that in-service training was needed and received a good response from the participants. Therefore, this study aimed at revealing teachers’ perception of their professional development through in-service training programs. Two research questions were addressed in this study: (1) What is teachers’ perception of professional development through in-service training programs? (2) How do teachers develop professionally after participating in the in-service training programs?
To answer these questions, the study adopted the progressive qualitative method. This study focused on the vocational high school English teachers’ professional development through in-service training. Participants were chosen from the alumni of in-service training held by Lembaga Penjamin Mutu Pendidikan (Educational Quality Assurance Institution) of Yogyakarta. There were four participants in this study. The choice of participants was based on the accessibility and maximum variations. The nature of data was narrative. Data were collected from interview with participants and documents. Interview data were transcribed and thematized according to the components and categories of teachers’ professional development and in-service training. The result of thematized data was the tentative profile of teachers’ perception of professional development through in-service training. This tentative perception was verified with the participants through reflection to get the verified profile of teachers’ perception of professional development through in-service training and their professional development as a result of their participation in the in-service training.
as a strategic program to support teachers’ competence as a requirement of teachers’ certification.
ABSTRAK
Suwastanto. 2008. Teachers’ Perception of Professional Development through In-Service Training Programs.Yogyakarta: Kajian Bahasa Inggris, Program Pasca Sarjana, Universitas Sanata Dharma.
Pengembangan profesionalisme adalah sebuah proses panjang yang merupakan kolaborasi proses belajar yang memperkaya pertumbuhan pendidik baik sebagai individu maupun anggota sebuah kelompok. Fokus pengembangan professional adalah peningkatan belajar siswa. Sebagaimana profesi yang lain, guru perlu memperbaharui pemahaman mereka tentang perkembangan profesi guru. Salah satu cara untuk memperbaharui pemahaman tersebut adalah melalui program in-service training.
Pada umumnya guru menganggap ringan pelatihan dalam jabatan karena pelatihan tersebut dirasakan tidak memberikan insentif dan perkembangan karir yang menjanjikan. Namun demikian, evaluasi formal menunjukkan bahwa pelatihan dalam jabatan diperlukan dan mendapat respon yang bagus dari para partisipan. Oleh karena itu penelitian ini bertujuan untuk mengungkap persepsi guru terhadap perkembangan profesionalisme guru melalui pelatihan dalam jabatan. Kesenjangan antara realitas dan evaluasi formal menunjukkan bahwa para guru memiliki persepsi yang unik tentang pelatihan dalam jabatan. Terdapat dua pertanyaan penelitian dalam studi ini. Pertanyaan tersebut adalah: (1) Apa persepsi guru tentang perkembangan profesionalisme melalui pelatihan dalam jabatan? (2) Bagaimana perkembangan profesionalisme guru setelah mengikuti pelatihan dalam jabatan?
Untuk menjawab pertanyaan penelitian tersebut, penelitian ini mengadopsi metode progresif kualitatif. Penelitian ini terfokus pada perkembangan profesionalisme guru sekolah menengah kejuruan melalui pelatihan dalam jabatan. Partisipan dipilih dari alumni pelatihan dalam jabatan yang diselenggarakan oleh Lembaga Penjaminan Mutu Pendidikan Yogyakarta. Pemilihan empat partisipan dalam penelitian ini didasarkan pada keterjangkauan dan variasi maksimum. Sifat data dalam penelitian ini adalah narativ. Data diperoleh dari interviu dengan partisipan dan penelaahan dokumen. Data interviu di transkrip and ditematisasi menurut komponen and kategori dalam perkembangan profesionalisme guru dan pelatihan dalam jabatan. Hasil tematisasi data berupa gambaran sementara persepesi guru. Gambaran sementara ini dikonfirmasi kepada guru untuk mendapatkan gambaran persepsi guru tentang perkembangan profesionalisme mereka melalui pelatihan dalam jabatan dan perkembangan profesioanlisme guru setelah mengikuti pelatihan dalam jabatan.
In-service training merupakan program strategis untuk mendukung kompetensi guru sebagai persyaratan dalam sertifikasi guru. Untuk mendukung pengembangan profesionalisme guru, pelatihan dalam jabatan harus jelas dan mewadahi topik-topik yang relevan. Materi pelatihan harus disesuaikan dengan tantangan guru seperti penggunaan teknologi, penelitian, dan pengembangan materi atau program.
CHAPTER I
INTRODUCTION
Background information of the importance of this research will be presented in this chapter. The discussion is commenced with the general information of teacher professional development. This chapter discusses the background, problem identification, problem delimitation and limitation, research questions, research goals, research benefits, and definition of terms.
A. Background
There are several options in professional development for teachers to accomplish, which can be categorized into two main types: formal and informal development as Ganser (2000 as cited in Reimers, 2003). The first is formal development which provides formal experiences to add teacher qualifications and is often linked to the teachers’ career. Formal development consists of in-service training programs, workshop, conferences, seminars, and short courses (Davies, 2000). In-service training is an important program to raise teachers’ professional competence since initial training is not enough to support teachers to function in the best performance. Apart from improving teacher’s teaching skills, in-service training will raise teachers’ professional status. Seminars, conferences, and short courses give teachers opportunity to hear first hand information on what is happening in English language teaching development and exchange experiences and ideas with other teachers.
accommodates constant reflection, diary writing, recording lessons, and reading. It is important to have constant reflection on each lesson to underlying reasons for the success and failure in teaching and learning process. Self-observation is a key element in teacher professional development as Bailey, Curtis and Nunan (2001 as cited in Gebhard, 2005). Through self-observation, teachers have something to do a peer discussion, do action research, and say in journals. Diary writing is necessary in helping constant reflection. Recording the lessons is useful in analyzing and reflecting the teaching and learning process. Reading is the best way to keep the self-development of teachers.
Cooperative development consists of sharing knowledge with colleagues and peer observation. Sharing knowledge with colleagues may increase teachers’ experiences and ideas and give a better perspective on teaching and learning process. Peer observation is aimed to get a feedback from colleagues. Friendly and collaborative peer observation will be useful and make teacher notice on some simple but important elements usually unnoticed in teaching learning process.
establishing a working relationship, attitude to achievement, encouragement and praise, and equal opportunities.
To give a reasonable and efficient problem solving of the gap of teachers’ competence and the professional demand upon teachers, suitable teachers in- service training have been developed in several educational institutions. It is relevant to Johnson (1998 as cited in Cheng and Wang, 2004) that “teachers are not empty vessels waiting to be filled with theoretical and pedagogical skills; they are individual who enter educational programs with prior experiences, personal values, and belief.” The basic aim of teacher in-service training is to improve teachers’ competence and professionalism. Davies (2000) states that the initial training and knowledge teachers acquire are not sufficient for the teachers to function satisfactorily for the whole of their career. It means that educational authorities and teachers’ consideration of the importance of in-service training, to secure a systematic improvement in the quality and content of education and teaching technique, are a crucial point.
In-service teacher training programs serve different purposes, ranging from the renewal, updating of teachers’ subject area knowledge, and teaching techniques to training in the application of new curriculum. Most of in-service teacher training programs apply short duration and narrow scope. Normally, in-service training is a short course lasting in few days and focus on selected aspects of subject area knowledge, teaching technique, or classroom management.
improvement of salaries does not have any problem in teacher participation. It means the existence of structure career development rewards is top down solution, but the improvement of professional capabilities is bottom up solution of teacher participation in the in-service training.
Teachers’ participation on the in-service training program is closely related to the benefit they get during and after this program (Siddiqui, 2004). This statement resonances to Perraton et al. (2002 as cited in Lebeau, 2006) that teachers perceive the benefit from in-service training, which is referred to professional development continuation. Psychological perception states that purpose causes human action which is aroused by a set of goal and pursued by choice (Locke and Latham, 1990 as cited in Dornyei, 2001). This theory works in the in-service training programs. Teacher participation in the in-service training is caused by purpose and training participants pursues a set of goal in the in-service training programs.
Evaluation on the effectiveness of in-service training shows that training program is commonly acceptable and teachers need it (National Education Departement, 2006). Unenthusiastic in-service training participants usually give good response on the training effectiveness evaluation sheet. This paradox on the in-service training program shows that teachers have a unique perception on the in-service training programs. They know how to respond formal evaluation and how to adjust their participation during the in-service training programs.
Evaluation of the effectiveness of training program on the Competence Improvement of Vocational High School Teacher 2005 in-service training program conducted by Lembaga Penjamin Mutu Pendidikan Yogyakarta (Educational Quality Assurance Institution of Yogyakarta) shows that the average point is between Good and Fair. Trainers’ competence grade average is Good (National Education Department, 2005). Informal evaluation normally gives lower score on those aspects of in-service training. Considering the phenomenon, research on teachers’ perception of the in-service training is crucial to find the essence of the teachers’ perception of the in-service training.
B. Problem Identification
in-service training program. Unconsciously, teachers state a certain goal in their participation in the in-service training program. It can be the increase of substantial competence, career development, or even financial benefit.
Teachers’ perspective on the in-service training cannot be separated from their incentive and career development. The obscure rewards and less benefit are common reasons of teacher unenthusiastically participating in the in-service training. This phenomenon creates a unique characteristic of teachers’ perception of the in-service training. Teachers shape their own perception on the in-service training based on their previous experience related to the in-service training involvement or the experience of their colleague. Unenthusiastic in-service training participants are an interesting phenomenon related to teachers’ perception of the in-service training.
Evaluation on the effectiveness of in-service training showed that training program is commonly acceptable and teachers need it (Department of National Education, 2006). Unenthusiastic in-service training participants usually give good respond on the evaluation sheet of training effectiveness. This paradox on the in-service training program showed that teachers had a unique perception on the in-service training program. They knew how to respond formal evaluation and how to adjust their participation during the training.
C. Problem Delimitation and Limitation
adjusting the competence of vocational high school English teachers to the development of science and technology in English learning and strengthening their teaching technique.
The focus of Vocational High School English teachers as the participants of the research decreased the generalization of the findings. This study did not generalize other subjects and level of schools in the in service training.
D. Research Questions
Research questions that want to be revealed in this study are:
1. What is teachers’ perception of professional development through in-service training programs?
2. How do teachers develop professionally after participating in the in-service training programs?
E. Research Goals
Teachers’ professional development through in-service training will be specified into teachers’ understanding, teachers’ past experience, and teachers’ expectation to reveal the research goals that are:
1. To understand English teachers’ perception of the professional development through in-service training programs.
2. To understand teachers’ professional development as a result of in-service training programs.
F. Research Benefits
1. Scientific benefits
This study may have two scientific benefits to empower teachers and promote their autonomy to express their understanding on professional development. a. This study may provide narrative description of teachers’ perception of their
professional development through in-service training programs as an attempt to understand teachers’ understanding in professional development to support teachers’ and their students’ continuous learning opportunities.
b. Through the interpreted narratives, this study may contribute in the development of education in general and English language teaching.
2. Technological benefits
This study has several technological benefits to contribute in the improvement of teacher professional development program. Moreover, it also facilitates teachers to communicate their opinion on professional development they have done.
a. This study may encourage teachers and the in-service training stakeholders to improve their role in this program.
b. This study may encourage teachers to maximize the potential of in-service training programs as a means to develop their professionalism
c. This research may bridge the gap of teachers’ needs and the training authority’s practice provided in the in-service training programs
G. Definition of terms
To gain the same understanding of the important constructs of this study, it is necessary to define the following key words:
1. Perception
Perception is a description of the most meaningful personal experience of the world that involves further process of sensory input and brain process relating the input to past experience and further expectation (Crow, 1978; Lumsden/Lumsden, 1996 as cited in Dunn, 2003; Freeman, 1991; Syeno and Budaken, 1975 as cited in Leather, 1992).
Relevant to this theory, in this study the term perception is operationally defined as the most meaningful personal experience of the world that involves sensory input and brain processes relating the input to past experience and projecting expectation.
2. Teacher Professional Development
Teacher professional development is a long-term process which is systematically planned to increase teacher experience from the first step in teachers’ education and is continued throughout their career (England, 1999; Siddiqui, 2004; Lange, 1983; Glatthorn, 1995 as cited in Reimers, 2003; Reimers, 2003).
designed to increase teachers’ experience from the first step in teacher education and is continued throughout their career.
3. In-Service Training
In-service training for teachers is an intended program to improve teachers’ competence and development in certain knowledge of teaching and learning process in teachers’ career (Atay, 2006; Kennedy, 1995 as cited in Atay, 2006; Sprinthall, Reiman, & Thies-Sprinthall, 1996 as cited in Atay, 2006)
CHAPTER II
THEORETICAL REVIEW
In this section, the discussion focuses on literature review and theoretical framework. Several previous research related to the topic of this research are discussed to support construct understanding of the study. Theoretical framework is described to get the tentative answers to research questions.
A. Literature Review
The literatures on related topics are discussed in this section. The discussion cover perception, teachers’ professional development, teachers in-service training, inset goals, process, materials, types of inset in Indonesia, scope, purpose, and function of inset in Indonesia, and related studies.
1. Perception
Perception is a description of the most meaningful personal experience of the world that involves further process of sensory input and brain process relating the input to past experience and further expectation (Crow, 1978; Lumsden/Lumsden, 1996 as cited in Dunn, 2003; Freeman, 1991; Syeno and Budaken, 1975 as cited in Leather, 1992)
Likewise, Freeman (1991) points out the brain process in perception phases. He states that perception is “a process of brain that moves beyond the mere extraction of features-how it combines sensory messages with past experience and with expectation to identify both stimulus and its particular meaning to the individual.” Another definition is stated by Syeno and Budaken (1975 as cited in Leather, 1992) that describes perception as a complex process. They state perception as “the complex process by which individuals select, organize, and interpret stimuli or sensory stimulation into a meaningful view of the world.” There are three factors in perception: stimuli, brain process, and past experiences.
Stimuli in the form of sensory can be reached from human sensory receptors. Information through the eyes presents major information in perception process. Information from the eyes cannot be fully reached the brain. As a result, brain reacts in the model of guessing and selecting the past experiences and stores information a person has. Perception of certain phenomena is based on past experiences and stored information one has.
There are three factors affecting the perception, namely the preceptor, situation, and target. Perception to a certain object is closely related to individual characteristic of the preceptor. The unfulfilling needs stimulate the preceptor and highly influence the perception. Personal interest also affects deeply in the individual focus. This interest unconsciously narrows the focus.
will raise the strong perception to that object and becomes the standard perception of that object.
The characteristic of target makes an actor of perception give different perception. The specific and glaring target will get the most attention and tend to represent the perception of its group. Receptor creates a perception based on the specific and glaring target in a group. Situation plays an urgent role in arising perception. The improper activities or objects in certain situation will affect the perception to them.
Basic principles of perception declare that perception is relative, subjective, and vary. Mean perception is personally subjective and depends on the actor of perception. Consequently, different individuals have a different perception to a certain object even though in the same situation and time. Individual perception depends on the interest, choice, and personal advantage.
Teachers’ perception to the in-service training is closely related to their prior experiences in joining this program. Negative perception arises when teachers find unenthusiastic participants, unsuitable materials, and unwell-organized in-service training programs. Positive perception arises when teachers find a suitable material, enthusiastic participants, and well-organized program. Peer perception also gives significant aspects on teachers’ perception of that phenomenon.
2. Teachers’ Professional Development through In-Service Training
training, inset goals, process, materials, types of inset in Indonesia, scope, purpose, and function of inset in Indonesia.
a. Teachers’ Professional Development
Professional development is a lifelong, collaborative learning process that nourishes the growth of educators both as individuals and as team members. The focus of it must be to improve student learning (Speck, Marsha and Phyllis H Lindstrom, 2006). As any other profession, teacher needs to keep update on the current development of their profession. Teacher professional development is a long-term process which is systematically planned to increase teacher experience from the first step in teachers’ education, continued throughout their career, and support their own and their students’ continuous learning opportunity (England, 1999; Siddiqui, 2004; Lange, 1983; Glatthorn, 1995 as cited in Reimers, 2003; Reimers, 2003).
Likewise, Glatthorn (1995 as cited in Reimers, 2003) focuses on systematic process of teacher growth. He states, “Professional growth a teacher achieves is as a result of gaining increased experience and examining his or her teaching systematically.” Reimers (2003) supports this statement. She states, “A long term process that includes regular opportunities and experiences planned systematically to promote growth and development in the profession.” Meanwhile, Moyles and Stuart (2003) define professional development as “the development of teaching and learning skills, attributes, attitudes, knowledge and professional understanding required of all those who are working towards the achievement of qualified teachers’ status.”
Teachers’ professional development faces a big challenge related to the improvement of teaching as a profession. Law No. 14/2005 on Teachers and Lectures Article 10 requires teachers as well lectures to have pedagogical, social, personal, and subject matter competencies. The key challenge of teacher professional development is increasing teachers’ level of expertise and ability. The successful implementation of new curriculum, increasing national students passing grade and other educational development depend on the skilled teachers. Ideally, teachers continually refresh and update their professional competence.
function satisfactorily for the whole of their career. Teachers need a compulsory program to develop their professional development. Teacher professional development includes several aspects to expand and increase teachers’ qualification.
There are two main types of teacher professional development, namely formal and informal development as Ganser (2000 as cited in Reimers, 2003). Formal development is formal experiences to add teacher qualifications and is often linked to the teachers’ career. Formal development consists of in-service training programs, workshop, conferences, seminars, and short courses. In-service training is an important program to raise teacher professional competence since initial training is not enough to support teachers to function in the best performance. Apart from improving teachers’ teaching skills, in-service training will also raise teachers’ professional status. Seminars, conferences, and short course give teachers opportunity to hear first hand information on what is happening in English language teaching development and exchange experiences and ideas with other teachers.
will be useful in analyzing and reflecting the teaching learning process. Reading is the best way to keep the self-development of teachers.
Cooperative development consists of sharing experiences with colleagues and peer observation. Sharing with colleagues will increase teacher experiences, ideas, and give a better perspective on teaching and learning process. Peer observation is aimed to get responses from colleagues. Friendly and collaborative peer observation will be useful and make teacher notice on some simple but important elements are usually unnoticed in teaching learning process.
Supporting teachers since the very beginning years is very valuable in helping them practice their teaching theory and increase their professional ability (Davies, 2000). Without this induction program, learning to teach well is a big problem for new teachers. This induction program is closely related to cooperative development of teachers. The coherent improvement of teacher development will increase teacher’s professional and fulfil the fast growing of professional demand upon teacher. It is crucial to point out perception and reality of teaching profession as lifelong journey to learn.
b. Teachers’ in-service training
In-service training for teachers is an intended program to improve teachers’ competence and development in certain knowledge of teaching and learning process in teachers’ career (Atay, 2006; Kennedy, 1995 as cited in Atay, 2006; Sprinthall, Reiman, & Thies-Sprinthall, 1996 as cited in Atay, 2006)
competence and development of teachers is to improve classroom teaching practice and implement educational innovations decided upon at governmental level and provide teachers with continuous education throughout their teaching career.” This statement is relevant to Kennedy (1995 as cited in Atay, 2006) and Sprinthall, Reiman, & Thies-Sprinthall (1996 as cited in Atay, 2006). Kennedy states, “In-service Training and Education is intended to stimulate the professional competence and development of teachers.” Meanwhile Reiman, & Thies-Sprinthall (1996 as cited in Atay, 2006) states, “In-service Training and Education provides teachers with continuous education throughout their teaching career.” This statement is resonant with Sitapharam and Dharmotharam (1992 as cited in Okwen, 1996). They state “teachers’ development is viewed as a continuous process that begins with pre-service teacher preparation and spans the entire career of the teacher.” Lazarova (2004) defines in-service training as “the provision of organized programs for practicing teachers, to help teachers as one of possible systematic steps to support their development.”
Teachers’ in-service training is on the job-training program to improve teachers’ competence in certain knowledge of teaching and learning process in teachers’ career. (Derin Atay, 2006; Kennedy, 1995 as cited in Atay, 2006; Sprinthall, Reiman, & Thies-Sprinthall, 1996 as cited in Atay, 2006).
Whinch (1996) states “training concerns with the developing certain technique rather than with preparation for adult life.”
Teacher in service training is on the job training to increase teachers’ competence in the five areas, which are subject competence, competence to change and develop, professional ethics in education, didactic competence, and social competence. Those competences are the common bases of the teacher training.
1) Goal
Goal is closely bound up with need of teacher in the in service training. In the in-service training, teachers have a certain expectation to fulfill their needs. The attempts to achieve the goal depend on the specificity, difficulty, and goal commitment. Dornyei (2001) states, “Goal is the engine to fire the action and provide the direction in which to act”. There are two goal theories namely (1) goal setting theory and (2) goal-orientation theory. Goal setting theory proposed by Locke and Latham (1990) in Dornyei (2001) states that human action is caused by purpose. Action occurs when goal has had to be set and pursued by choice.
On the other hand, in-service training programs objective is commonly training authority goal (Castro, 1991 in Reimers, 2003). It has a characteristic of general in nature and focuses on a large group of teachers. Therefore, it is important to broaden and deepen the focus and goal of in-service training.
The goal of in-service training is a certain aim that is stated on the program to meet teachers’ needs to accomplish their professional development. Eventually, normative goal is commonly stated in the in-service training. This phenomenon makes teachers’ needs not be able to be accomplished during and after in-service training process. Practical goals have to be pointed out to achieve the real teachers’ development.
2) Process
3) Material
Content of in-service training materials in developing countries are commonly composed of subject matter, teaching methods, and pedagogy. Developed countries broaden this content beyond those materials, such as action research, group discussion, and problem solving (Reimers, 2003).
4) Types of teacher training in Indonesia
There are certain criteria of differentiation of teacher training type in Indonesia as Dasuki (2004) explained. The first is refreshing training (type A). This training is aimed to adjust the educational personnel to the development of science and technology and to strengthen their daily activities. The second is qualification improvement training (type B). This training is aimed to increase professional improvement in academic competence of educational personnel. The trainee would get formal qualification in accordance with the standard determined. The third is leveled training (type C). This training is aimed to improve teacher competence, so it would meet the requirements for certain level. That type of training is included in the in-service training programs. Other categories of training are pre-service training and general training.
5) Scope, Purpose, Function of In-service training programs in Indonesia
In-service training type B can be a local or national scope, depending on the in-service training authority. National authority has a national in-service training scope, as well as the local authority responsible to the local scope of in-service training.
In-service training type C is a national scope INSET. The alumni of this training have a responsibility as the local training trainer. INSET type C is usually the training for trainer with the duration of at least 200 hours or three months. Ideally, teachers participate in the in-service training programs. Those three types of in-service training programs are separated operationally. Teachers may participate in certain INSET and it would be better when teachers take the gradual INSET to improve their competences.
3. Related Studies
Practical attention is less accommodating and theory is the focus in the in-service training (Subirat and Nagoles, 1989 as cited in Reimers, 2003). Location of in-service training is also a problem since it is difficult to reach by a participant who needs the course most (Tavor, 1989 as cited in Reimers, 2003). In-service training does not achieve the aims in the process of changing teacher behavior (Hayes, 1997 as cited in Atay, 2006). It is impossible to evaluate the result of better teaching after in-service training programs (Baker, 1992). In-service training provided by governmental institutions and other organization is commonly “project based” (Ashadi, 2007).
Despite those challenges, teachers’ development programs also gives a big chance to teachers to develop professionally as Benejam and Espinet (1992, as cited in Reimers, 2003) state that in-service training in United Kingdom and Spain give a big focus on action research, group interaction, and teaching problem-solving. Lazarova (2004) declares that teachers realize the importance of in-service training. Atay (2006) reports the benefit of collaborative action research between experienced teachers and less experienced teachers in the in-service training programs.
B. Theoretical Framework
To get the illustration of relation among teachers’ perception and their professional development after participating in the in-service training, it is necessary to construct theoretical framework of this study. This theoretical framework is expected to help answer the research questions.
EFL teachers’ understanding on professional development, past experiences, and expectations on in-service training they participated is the bases of teachers’ perception of professional development through in-service training. Their perception is brought during the process of professional development through in-service training they participated. After participating in the in-in-service training, teachers had an opportunity to make a decision related to the follow up activities of in-service training. Teachers may did follow up activities or may did not. The result of teachers’ decision making is a process of renewal perception of professional development through in-service training. Teachers may change their perception or maintain their previous perception.
CHAPTER III
RESEARCH METHOD
This chapter describes sequential procedure of this research. Five interconnected parts build research method. Those parts are research method, nature of data, data setting and sources, data gathering instruments and data collection, data processing, and research procedure.
A. Research Method
This research applied a qualitative method that focused on narrative study as proposed by Holliday (2002). This method used words as data. It means that I had an opportunity to express my impression on research participants’ statements in this research scope. Research participants’ statements as a world reality experience were expressed in story and interview responses that allowed him to understand their viewpoint, understanding, comprehension, and ideas on teachers’ professional development through in-service training.
To get the truth, I kept away from the participants and did not influence them. It was a means to avoid the bias of this research related to participants’ perspectives. Participants were let to tell their narrative. As a researcher, I interpreted their account and did a reflection to ensure his interpretation.
B. Nature of Data
The nature of data was narrative, which was gained from in-depth interview with the participants. Reflection was done after sequential data collection did not give any additional new data.
C. Data Setting and Sources
This research was conducted in four Vocational High Schools. Those VHSs were chosen to get the various setting and context. Participants chosen from those VHSs were selected based on their teaching experience as seen in the trainee database on teacher in-service training conducted by LPMP D.I. Yogyakarta in 2005 and 2006. Those participants in pseudo name were Hotman, Niswa, Wijaya, and Lisa. Participants were selected based on their in-service training participation and their length of teaching service.
training participation frequency might make them have certain perception on teacher professional development through in-service training. That would give the richness of data. Accessibility of the participants offered to get the data made me choose them as research participants.
Data were gathered between March and December 2007. Data were in the form of interview data and participant reflection.
D. Data Gathering Instruments and Data Collection
The data gathering instruments of this research were interviews that were guided by interview blueprint and based on construct definition, categorization, and derivation of indicators. The blueprint of components and indicators accommodated the components of personal data of participants, teacher professional development, and in-service training. Those components were concreted into indicators and interview questions to get participants’ narrative statements through in-depth interview and participants’ reflection.
1. Constructing Interview Questions
Table 3.1 Blueprints of components and indicators
No Component Indicators
1 Personal data of
Frequency in participating in-service training 2 Teacher professional
development
Process Context Setting
Relation to in-service training
Teachers training to teachers’ professional development
Role of in-service training in teachers’ certification
Impact of TPD on teachers’ belief Impact of TPD on teachers’ behavior Impact of TPD on teachers’ career
Reasons of participating in-service training The benefit of participating in-service training The understanding of in-service training The role of in-service training programs
Activities in conducting dissemination program Activities in developing professional development The relevance of inset materials to teachers’ needs The relevance of inset materials to curriculum development
The competence of in-service training instructors The competence of in-service training organizing committee
In-service training supporting system in accommodation, classroom arrangement, and library
3 In-service training
Level of participants Mastery of English
Mastery of teaching practice
Table 3.2 First Interview Questions of Hotman (A Sample)
No Questions
1 How long have you served as English teacher?
2 How many times have you participated in the in-service training? 3 What were your reasons in participating the in-service training?
4 What were your benefits in participating in the in-service training? 5 According to you what is in-service training?
6 Did you conduct dissemination program after joining the in-service training?
7 What do you think of the relevance of in-service training materials to teachers’ needs?
8 What do you think of the relevance of in-service training materials to curriculum development?
9 What do you think of the competence of in-service training instructors?
10 What do you think of their competence in teaching methods?
11 What do you think of the competence of in-service training organizing committee?
12 What do you think of the sufficiency of accommodation during the in-service training process?
13 What do you think of the appropriateness of classroom arrangement? 14 What do you think of the importance of library in the in-service training?
15 What do you think of the importance of leveling in-service training participants?
16 What do you think of the importance of leveling in-service training participants based on their mastery in English?
17 What do you think of the importance of leveling in-service training participants based on their mastery of teaching practice?
18 What do you think of the importance of leveling in-service training participants based on their knowledge of teaching methods?
19 What is your idea to the trend of transformation of teacher training to teacher’s professional development?
Table 3.2 continued.
21 What do you think of the role of teacher training in the teachers’ certification?
22 What do you think of the impact of teacher professional development to teachers’ belief?
23 What do you think of the impact of teacher professional development to teachers’ behavior?
24 What do you think of the impact of teacher professional development to teachers’ career?
Table 3.1.2 shows the example of interview questions used in the interview with Hotman. Those questions were used as guideline during the interview.
Table 3.1.3 Second Interview Questions of Hotman (A Sample)
No Questions
1 Related to your opinion that your reason was to develop your knowledge in theory and broaden understanding as teacher, what kind of knowledge did you hope and what did you get?
2 What is the role of service training? As a teache, what is the role of in-service training?
3 Did you do dissemination after joining in-service training? In teacher group or internal scope in school?
4 What kind of support your school gave when you conducted dissemination?
5 Do you mean that teachers had their own initiative to do dissemination?
6 What do you think of the relevance of in-service training materials teachers’ hope and the reality they got?
7 You said that in-service training is always appropriate to curriculum development. What kind of development teachers hope?
8 If there were no curriculum changes, what is the role of in-service training?
9 What do you think when the English teacher in-service training participants are divided based on their TOEIC test score?
10 You said that “teacher be professional in conducting…” The impact of teacher professional development is teacher to become professional. What kind of professionalism?
Table 3.3 continued.
12 Seen from the impact of in-service training, what is the changing in teachers’ behavior?
13 Is there any impact of in-service training in teaching credit score?
14 What are your opinions on teacher professional development?
15 Do you think teacher professional development needs a certain context?
16 What do you think of the relevance of in-service training in current issue of teacher professional development?
17 What do you think of the issue that teachers in-service training tend to treat teachers as workers not as professional?
18 What do you think of the academic aspects of teacher in-service training? Did you experience the academic development or just teach practical development?
19 What do you think of the competence of vocational high school teachers as teacher in-service training instructors?
20 What is their teaching method during the teacher in-service training?
21 What do you think of the widyaiswara LPMP?
22 What do you think the competence of organizing committee?
23 What do you hope from LPMP library to support teacher in-service training?
24 What is your opinion of leveling teacher in-service training participants?
Table 3.1.3 shows the development of interview questions in the second interview with Hotman. Those interview questions were developed based on the result of previous interview.
2. Conducting In-depth Interview
views of teachers’ perception of professional development through in-service training.
Each participant at least was interviewed twice. The last interview was the reflection of participants to his/her tentative profile of his/her perception on professional development through in-service training.
Data were collected in a range of time to accommodate the time research participants available. Hotman’s data were taken on April 13th and May 5th 2007. Niswa’s data were taken on March 14th and May 26th 2007. Wijaya’s data were taken on February 28th and August 6th 2007. Lusi’s data were taken on March 26th May 25th 2007, and December 27th 2007. The details of data collection time, atmosphere, and interview transcript were presented in the appendix. Data collected from in-depth interview and participants’ reflection were interconnected and triangulated as a means to get different point of view of the same phenomenon.
Figure 3.2. Triangulation of teachers’ perception of professional development through in-service training
Teachers’ professional
development after participated in the in-service training approved by their colleagues
Teachers’ perception of professional development through in-service training
Teachers’ reflection on his/her perception on professional development through in-service training
Teachers’ narratives on his/her understanding on professional development
Data were presented in transcript of interview, category of interview data, and teachers’ perception of professional development through in-service training and participants’ development professionally after participating in the in-service training.
E. Data Processing
This section shows the steps of data processing. Data processing was sequential process which is started with processing interview data, thematizing teachers’ comment, constructing tentative profile of teachers’ perception of professional development through in-service training, conducting reflection of individual teacher’s perception, and ended with analyzing teachers’ perception
1. Processing Interview Data
Taped data gained on the interview were transcribed to get each participant’s voice on the interview questions. Interview data were transcribed soon after the interview was conducted to get the real condition of interview atmosphere and nuance. Data gained on the second and following interview were added to the previous data of each participant.
2. Thematizing Teachers’ Comment
3. Constructing Tentative Profile of Teachers’ perception of Professional Development through In-Service Training
Tentative profile of teachers’ perception of professional development through in-service training was constructed based on final process of thematizing teachers’ comment. It was tentative because crosscheck to each research participant was needed to get the valid finding of teachers’ perception. Consequently, several correction and addition to build solid teachers’ perception were done.
4. Conducting Reflection of Individual Teacher’s Perception
Reflection was a process to build solid teachers’ perception. Each participant was re-interviewed based on his/her tentative profile of teachers’ perception of professional development through in-service training. Interpretations of participants’ perception got the firmness in this step.
5. Analyzing Teachers’ Perception
Individual teacher’s perception was analyzed to get general teachers’ perception. This conclusion comprehended individual teachers’ perception to professional development through in-service training.
F. Research Procedure
1. Choosing Research Participants and Constructing Blue Print of Interview
Data of participants and in-service training were studied to choose research participants. A sequence of literatures study on teacher professional development and in-service training was conducted to construct the blue print of interview questions. Interview questions were used to conduct in-depth interview of teacher understanding, thought, knowledge, and experience on teacher professional development and in-service training.
2. Conducting In Depth Interview
In depth interviews were conducted based on the blueprint of interview questions. This interview was aimed to adopt teachers’ understanding, experiences, knowledge, and concerns related to their professional development through in-service training. Participants were also given the opportunity to express their thought related to teacher professional development through in-service training. Data interview were taped and transcribed to reveal teachers’ narratives of their professional development. 3. Categorizing and Thematizing Data
4. Reflecting Teachers’ Perception
Tentative teachers’ perception of professional development through in-service training was confirmed to the participants to get their reinterpretation, suggestion, comments, improvements, and corrections. This verification was meant to get the verified profile of teachers’ perception of professional development through in-service training and their development professionally as a result of their participation in the in-service training.
5. Discussing Teachers’ Perception
The statement of teachers’ perception of professional development through in-service training and their development as a result of their participation in the in-service were analyzed to find out the contribution of these statements in teacher professional development programs.
Collecting data of participants in the in-service training program
Designing blue print of interview questions
Conducting interview
Processing interview data
Making tentative teachers’ perception
Reflecting teachers’ perception
Discussing teachers’ perception
CHAPTER IV
ANALYSIS
This study aims at revealing teachers’ perception of professional development through in-service training programs. This chapter presents the analysis of gathered data. It consists of two major points, namely finding and discussions. Findings of the study are presented in two major points related to teachers’ perception of professional development through in-service training programs and teachers’ development professionally after participating in the in-service training. Those two points are discussed consecutively.
A. Findings
This section presents the finding of the study. The findings got after a sequence process of data analysis are individual teacher’s perception, teachers’ perception of professional development through in-service training, and teachers’ development professionally after participating in the in-service training.
1. Teacher’s Perception on Professional Development through In-Service Training
a. Hotman’s Perception on Professional Development through In-Service Training
Hotman is a senior teacher. He has been teaching in vocational high school for 23 years. He is a secretary in adaptive teachers group in his school. He also organizing students’ extracurricular activities.
In his busy and tight teaching schedule, he allowed me to conduct interview. The first interview was held on February 28th 2007 at 11.00 to 11.45 am and the second on May 25th 2007 at 11.00 to 12.00 pm. The first interview was conducted in teachers’ room at the break time. Gathering teachers in this room created a little bit noisy atmosphere. Furniture were arranged in a row and we sat on the front row faced other teachers. The gray cement tiles floor and soft light made the old room little bit dark. There were a big ceiling fan on the ebonite ceiling and three smaller wall fans to supply fresh air. Beside the teachers’ room, there was first aid room.
Table 4.1
Hotman’s perception on professional development through in-service training.
Component Indicators Comments
Process He did not explicitly state that teacher professional development is a process, but he stated that teachers needed to be sent to university to develop their professionalism Context He stated that there was not a demand from
school principal to implement in-service training result means that school principal did not provide a particular context to develop teacher professional development.
Setting The authority did not provide a particular setting to develop teacher professional development
Relation to in-service training
He focused on teacher professional development. He saw that the recent in-service training had not accommodated the TPD and needed new model. In-service training goal was not clear.
He saw the lack of in-service training in developing teachers’ professionalism so he thought that sending teachers to university was more appropriate to develop their professionalism.
He thought that in-service training was more appropriate for the new teachers but he also needed to disseminate his knowledge in the in-service training. In-service training was needed for new teachers. On the other hand, as a senior teacher, he wanted to join the in-service training to disseminate his teaching experience.
Role of in-service training in teachers’ certification
It showed that he updated his competence and understanding of current issue and development in education.
Reason of participating in-service training
He wanted to update his knowledge and understanding and eagerly accessed the new development in education world.
In-service
Table 4.1 continued
Component Indicators Comments
The relevance of inset materials to curriculum development
In-service training relevant to curriculum development means in-service training accommodated the development of curriculum.
The competence of in-service training instructors
Senior instructors and abroad experience were important points for him.
Teaching method
Abroad experience was a crucial point to assess the competence of instructor.
The competence of in-service training organizing committee
The synergy of organizing committee is the main point of their competence in handling an in-service training.
Supporting system in accommodation
Accommodation is fully satisfactory this participant
Classroom arrangement
There is an inappropriate arrangement in arranging classroom
Supporting system in library
Library is not fully used to support in-service training programs
Level of participants
His willingness to share his experiences in the in-service training is obviously seen. As a senior teacher, he wanted younger teachers to learn from the senior teachers.
Mastery of English
He is a fair teacher. He saw that all teachers are equal in the mastery of English.
Mastery of teaching practice
He thought that leveling is too narrow and appropriate only to improve teacher in teaching practice.
though new teachers had graduated from the university, they had teaching initiation… They felt unconfident if they had not participated in the in-service training” (I:25/5/2007/HA22). It means that he believed in-service training has a significant role in increasing teachers’ confidence in delivering materials. Participating in the in-service training implies increasing young teachers’ confidence in delivering materials but it did not give direct impact on increasing confidence to old teachers. Reason of the importance of in-service training is seen on Hotman’s statement that he needed to disseminate his knowledge in the in-service training. He stated:
“It does not need to separate new teachers and senior teachers. When they work together, they have an opportunity to share. Senior teachers have a chance to disseminate their experiences and the new teachers can learn those experiences” (I:25/5/2007/HA30)
Related to teacher development through in-service training, Hotman saw that in-service training had a weakness in the relevance of materials and his needs. I: “What do you think the relevance of in-service training materials to teachers’
needs?”
P: “They always have some relevance to teachers’ needs though it is likely just reviewing that I have understood.” (I:28/2/2007/HA9)
“I get something similar to my past participation in the in-service training, for example, how to use classroom language, design module. I had those experiences before. However, it can be a refreshment of what I have got.” (I:25/5/2007HA2)
Irrelevant materials he got in the in-service training involved him in a repetition activities he did not expected. So he thought that sending teachers to continue their education in university is more appropriate to develop their professionalism.
I: “Is in-service training enough to develop teachers’ professionalism?”
Repetition experience in the in-service training made him assumed that sending teachers to continue their education in university is a way out to support their professionalism. He believed that learning in a university will give him experience and knowledge he needed in teaching. Components of in-service training such as instructors’ competence, organizing committees’ competence, and supporting system shaped good perception to Hotman. However, he felt that teachers’ in-service training had not supported his professional development.
b. Niswa’s Perception on Professional Development through In-Service Training
Niswa is an energetic English teacher. Besides her routine teaching activities, she teaches her students in debate extracurricular. She also has a responsibility to prepare English debate team in her school. To increase her competence, she continues her study in English study.
In her busy schedule, she allowed me to interview her. The first interview was held on 14th March 2007 at 6.00 pm. Interview was conducted in her home. The small living room was full of furniture that was arranged in circle. On the corner of the room, beside the front door there were bundles of bamboo boxes. White ceramic tiles floor and white ceiling made this room looked clean and wider. Her son, 11 years old, saw television in the living room. He was a kind child seen in his good attitude to lower the sound volume of television. This atmosphere made interview relaxed and intense.
convenient place made conducive atmosphere to do an interview. The light and air circulation were good, but the new busy students registered in this hall had our voice louder. This hall was clean and good maintained. Furniture was arranged in-group of square tables in the middle of the hall. There were academic counters in the west, east, and south side of the hall. The students queued in front of those counters. Table 4.2 shows Niswa’s perception on professional development through in-service training.
Table 4.2.
Niswa’s perception on professional development through in-service training.
Component Indicators Comments
Process She got clear understanding of teacher professional development and realized that teaching always develop
Context Her school created a particular context to support teacher professional development Teacher
Setting The authority provided a certain setting to develop teachers’ professionalism
Relation to in-service training
She saw the phenomenon senior teachers usually not interested in participating service training programs. They felt that in-service training result would under their hope. Teachers’
training to teachers professional development
She found some of her colleagues were just interested in financial benefit of in-service training. It was shown that school principal also did not have authority to push them to increase their professionalism. She tried to do different things compared to the senior teachers
Table 4.2 continued
Component Indicators Comments
Reason of participating in-service training
She is an obedience teacher who sees teaching related duty is the most important thing. It was seen that she tried to pressure her boredom in the in-service training through another point of view
The relevance of inset materials to teachers’ needs
There are disparity of theory and practice in the in-service training programs. It was seen that in-service training failed to bridge the theory and practice in teaching
The relevance of inset materials to curriculum development
She thought that in-service training was appropriate to adjust curriculum.
The
competence of in-service training instructors
She looked seniority as a prime factor in trainers’ competence. It means she respected seniority.
Teaching method
In-service training instructors needed to consider the audiences when they delivered training material. It should be different in teaching method between teaching students and delivering in-service training materials. The
Commonly in-service training was good, well organized, and managed. It means the competence of in-service training organizing committee was good.
Supporting system in accommodatio n
She thought that accommodation was good
Supporting system in classroom arrangement
Classroom arrangement needed to be improved
Supporting system in library
The importance of library in optimizing in-service training was neglected
In-service
