Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia

Resource type
Journal Article
Authors/contributors
Title
Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia
Abstract
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia
Publication
Teacher Development
Volume
17
Issue
3
Pages
380-392
Date
2013
Journal Abbr
Teacher Development
ISSN
13664530
Library Catalog
EBSCOhost
Citation
Widodo, A., & Riandi. (2013). Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia. Teacher Development, 17(3), 380–392. https://doi.org/10.1080/13664530.2013.813757