Teacher professional development during COVID-19 pandemic: Opportunities and challenges
DOI:
https://doi.org/10.12928/tefl.v2i1.426Keywords:
Professional, teacher competences, COVID-19 pandemic, Teacher Professional Development , opportunities, challengesAbstract
Teacher Professional Development (TPD) is any activities conducted by teachers to upgrade their teaching skills in order to maintain their professionalism. The activities of TPD have recently been greatly affected by the COVID-19 pandemic, resulting in the termination of almost all TPD activities. The study aimed at investigating TPD among English language secondary school teachers during the COVID-19 pandemic focusing on its opportunities and challenges. Using qualitative approach and descriptive qualitative research design, the study involved four English language teachers at two Secondary Schools in Yogyakarta as the participants. In-depth interviews with these four participants were conducted to achieve the objectives of this study. The findings of the study discovered that mastering the technology, improving the competency in designing online class, improving the competency in class management skill, and building peer collaboration among teachers were all the opportunities experienced by the teachers in conducting TPD activities during the COVID-19 pandemic. Moreover, teachers’ lack of digital competency, unstable internet network, limited number of TPD activities, and inadequate support system were the challenges experienced by these teachers in conducting TPD activities during the COVID-19 pandemic. These findings imply that despite the difficult times these English teachers faced during COVID-19 pandemic, they managed to improve their qualities as teachers by maximizing the opportunities of conducting TPD.
Keywords: Professional, teacher competences, COVID-19 pandemi, Teacher Professional Development, opportunities, challenges
References
A.Winarsih, and S.Mulyani. (2012). Peningkatan profesionalisme guru IPA melalui lesson study dalam pengembangan model pembelajaran PBI. Jurnal Pendidikan IPA Indonesia, 1(1), 43-50.
Almazova, N., Krylova, E., Rubtsova, A., and Odinokaya, a. M. (2020).
Opportunities and challenges for Russian Higher Education amid COVID-19: Teachers' Perspective. Education Sciences, 10(368), 1-11. doi:10.3390/educsci10120368
Borko, H., Jacobs, J., and Koeliner, K. (2010). Contemporary Approaches to Teacher Professional Development. International Encyclopedia of Education, 7, 548-556.
Cohen, L., Manion, L., and Morrison, K. (2011). Research Methods in Education (6th ed) (Vol. 36). Oxford: Routledge Publishers.
Corbin, J., and Strauss, A. (1990). Basic of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Los Angeles: Sage Publications.
Darling-Hammond, L., Hyler, M. E., and Gardner, M. (2017). Effective Teacher Professional Development. 1-76.
Daryanto. (2013). Standar Kompetensi Dan Penilaian Kinerja Guru Profesional. Yogyakarta: Gava Media.
Donitsa-Schmidta, S., and Ramota, R. (2020). Opportunities and challenges: teacher education in Israel in the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 586-595. doi: 10.1080/02607476.2020.1799708
Gibbs, G. R. (2007). Analyzing Qualitative Data (Series: The SAGE Qualitative Research Kit). London: Sage .
Harvey, L. (2015). Beyond member-checking: A dialogic approach to the research interview. International Journal of Research and Method in Education, 38(1), 23-38.
Hidayati, S. (2012). Keikutsertaan dalam Kegiatan MGMP, Supervisi Kunjungan Kelas,In-serviceTraining, dan Kompetensi Professional Guru SMP Negeri SUB Rayon 04 Jakenan Pati. Jurnal Manajemen Pendidikan, 7(1), 73-82.
Indonesia, P. R. (2003). Undang-undang Republik Indonesia Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Sekretariat Negara.
Indonesia, P. R. (2005). Undang-undang Republik Indonesia nomor 14 tahun 2005 tentang Guru dan Dosen. Jakarta: Sekretariat Negara.
KBBI. (2020, 11 25). KBBI Daring. Retrieved from kbbi.kemendikbud.go.id: https://kbbi.kemendikbud.go.id/entri/Profesional
Korstjens, I., and Moser, A. (2018). Series: Practical Guidance to qualitative research . Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120-124.
Lambert, V., and Lambert, C. (2012). Qualitative Descriptive Research: An Acceptable Design. Pacific Rim Internaional Journal of Nursing Research, 16(4), 255-256.
Lincoln, Y. S., and Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, California: Sage.
Mansyur, A. R. (2020). Dampak COVID-19 Terhadap Dinamika Pembelajaran di Indonesia. Education and Learning Journal, 1(2), 113-123.
Merriam, S. B. (1988). Case Study Research in Education: A Qualitative Approach. San Francisco : Jossey Bass.
Miles, M. B., and Huberman, A. M. (1994). Qualitative Data Analysis . London: Sage Publishers.
Mulyana, E., Turmudi, and Juandi, D. (2014). Model Pengembangan Desain Didaktis Subject Specific Pedagogy Bidang Matematika Melalui Program Pendidikan Profesi Guru. Jurnal Pengajaran MIPA, 19(2), 141-149.
Nambiar, D. (2020). The impact of online learning during COVID-19: students' and teachers' perspective. The International Journal of Indian Psychology, 8(2), 783-793. doi:10.25215/0802.094
Omar, A. H., Hamid, D. H., Alias, N., and Islam, M. R. (2010). Grounded Theory: A Shortcut to Highlight a Researchers' Intellectuality. Journal of Social Sciences, 6(2), 276-281.
Omar, R., Rashid, R. A., and Mohamad, A. (2019). Challenges for Profesional Development of Malaysian ESL Teachers in The Second Annual International Conference on Language and Literature. KnE Social Sciences, 695-707. doi:10.18502/kss.v3i19.4897
Sudrajat, J. (2020). Kompetensi Guru di Masa Pandemi COVID-19. Jurnal Riset Ekonomi dan Bisnis, 13(1), 100-110.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in TEFL Journal agree to the following terms: Authors retain copyright and grant the TEFL Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in TEFL Journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in TEFL Journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
