In 2005, Indonesia developed national professional standards for teachers that emphasize the importance of the quality of teacher education and professional development of teachers (Umaedi, 2005). Today, one of the promising and emerging strategies for improving the quality of teachers is the professional development of teachers (Haris, 2010). In the literature, the terms forms, types, approaches, models or methods are used to describe the diversity of professional development activities.
In the proposed study, these terms will be used interchangeably to mean the types of professional development activities. In essence, it is the purpose of teacher professional development that makes teacher professional development emerge as a promising strategy for improving teacher quality. Our main findings emerged from the analysis that teachers' professional development was largely based on self-directed learning and their in-service training experiences.
Extended duration and time of professional development activities are necessary for teachers to learn effectively through their professional development. According to Haris (2010), professional development developed from a collective participation principle offers a number of possible benefits.
RECOMMENDATIONS
They argued that the reform types of professional development activities are considered to be practical in that they engage teachers in deep analysis of their own practice and offer some new or external perspectives to teachers, ongoing and collegial activities that provide more opportunities to promote changes in teacher practice . There is growing empirical evidence from this research that the duration of professional development contributes to the effectiveness of professional development. Haris (2010) urged that for professional development to be effective, the professional development activities must be carried out over several days over a period of time.
This research shows that the teachers organize the professional development activities for participants from the same context, such as school, grade or subjects. They concluded that professional development will have a major effect, rather than targeting participants from a different context, if it involves teachers who are in the same context. First, it offers teachers the opportunity to discuss concepts, practices and issues in a group setting during their professional development experiences.
Thus, they are more likely to integrate what they have learned from their professional development experiences with other aspects of their instructional context if they are collectively involved in professional development. Finally, professional development designed around collective participation can help sustain improvement efforts over time.
INTRODUCTION
First, this school should carefully consider the development of continuing professional development programs and second, teacher educators, policy makers, and other decision-makers should consider long-term continuing professional development for primary school teachers. These standards determine the teacher's understanding and knowledge of pedagogy, teaching methods and teacher skills. In the current reform, the Indonesian government's Ministry of National Education seeks to facilitate efforts to improve the quality of teachers through the Sustainable Teacher Professional Development Program (TPDP).
This is a forum where teachers work together to discuss, analyze and develop teaching and learning materials, models and other subject-related matters, as well as to develop professional development activities. According to Borko (2004), it is important at the very early stage of investigating professional development for teachers to explore the nature and practices of teacher professional development and to provide evidence of the positive impact of professional development on teachers. Study to identify the nature and practices of teachers' professional development is essential because such study will help to create a proof of existence; that is, to provide evidence that a professional development program can have a positive impact on teacher learning (Borko, 2004).
However, in the context of Indonesia, there is surprisingly no research that can provide an empirical evidence to enable conclusions to be drawn about teachers' involvement in their classroom professional development activities and the effect of these activities on teachers. For this reason, it is necessary to investigate the nature and practice of teachers' professional development activities from the perspective of developing the perspective of teacher quality and to assess teachers' perception of the impact of professional development on the quality of their classroom teaching.
LITERATURE REVIEW
What is Professional Development for Teachers?
Efforts to improve teacher quality would inevitably be essential as teachers play a vital role in improving educational outcomes. According to Haris (2010), Indonesian policymakers are increasingly turning their attention to a search for ways or strategies to improve the quality of teachers' teaching. One of the program components is the establishment and activation of MGMP (Musyawarah Guru Mata Pelajara – association of subject teachers).
The term "professional development" is a term which is sometimes used in a broad sense to cover all types of learning carried out by experienced teachers from very formal forms such as attending courses to more informal or private learning such as job shadowing (Craft, 2000). . Umaedi (2005) treated the term professional development in its broadest sense to include the wide range of formal and informal activities that facilitate teachers in learning new things about their professional practice. While it is difficult to find a precise term, in the proposed study the term "professional development" in line with common practice elsewhere will be used as an umbrella terminology to refer to the full range of activities aimed at facilitating learning for teachers.
It is through professional development activities that teachers review, renew and expand their knowledge, skills and emotional intelligence that contribute to their professionalism as teachers. Professional development in this project is defined as a full range of formal and informal teacher professional learning activities aimed at improving teachers' knowledge, skills and attitudes related to increasing student learning and performance.
Types of Professional Development
632 Haris (2005) suggested that effective professional development treats teachers as both learners and teachers and provides opportunities for teachers to cope with the complexity of two roles. Effective professional development will therefore have a number of characteristics: It must provide opportunities for teachers to engage in real tasks of teaching, assessment, observation and reflection that characterize the learning and development process. In short, there is a growing consensus in professional development research that professional development activities built around these six characteristics of effective or high-quality professional development discussed above will positively influence the teaching quality of teachers and student learning.
METHODOLOGY 1. Data Collection
Data Analysis
FINDINGS AND DISCUSSIONS
Findings
This research project suggests the need to develop frameworks and policies to develop professional development in teacher in-service training. As the concept of professional development has changed over the years, the types of professional development have also changed over time. The discussion of teacher professional development has moved from its importance to teachers to the features or characteristics that can best facilitate teacher development.
Our finding in this study of a variety of activities to develop teachers' knowledge and skills related to improving student learning as the ultimate goal of teachers' professional development.
