Indonesian Teachers’ Professional Development Practices and Needs in Post Pandemic Education

Authors

  • Sary Silvhiany Universitas Sriwijaya

DOI:

https://doi.org/10.29408/veles.v6i1.5265

Keywords:

teachers' professional development, EFL, online learning

Abstract

COVID19 pandemic has affected education sector in multiple ways, particularly in how teachers and students interact in the formal schooling. While virtual teaching has been widely expected as the new normal in this unprecedented time, little is known about how teachers grapple with the realities of this new mode of teaching learning and what their professional development needs are in this context. This article explores teachers’ perspectives on their professional development needs in the post pandemic era through the qualitative survey conducted with 265 Indonesian teachers who taught English in the elementary school, middle school, high school, and college level. Findings of this study showed that teachers used various online platforms to facilitate the online learning. However, less than half of the teachers in this study considered their teaching online effective. The teachers’ main concerns regarding the online learning include their students’ inability to fully participate in online learning and that their online learning was not as effective as their face to face learning. The teachers relied on attending webinars as one of the ways to do professional development. They also joined teachers’ learning communities to discuss new innovation in English language teaching, to get teaching materials they needed, to collaborate with other English teachers, and to share ideas about teaching English. Implication of the study includes the need for creating a virtual space for teachers to learn and exchange ideas with other teachers as a form of continuing professional development.

Author Biography

Sary Silvhiany, Universitas Sriwijaya

Dr. Sary Silvhiany is a lecturer at English Education, Faculty of Teacher Training and Education, Sriwijaya University. She earned her PhD from the department of Literacy, Culture, and Language Education at Indiana University Bloomington, USA and her master’s degree from the University of Arizona, Tucson, USA and Master of Education from Sriwijaya University, Palembang. Her research focuses on literacy/biliteracy as social and critical practices, multiliteracies and multilingual inquiry pedagogy, & Teacher Education.

References

Aditya, D. S. (2021). Embarking digital learning due to COVID-19: Are teachers ready? Journal of Technology and Science Education, 11(1), 104. https://doi.org/10.3926/jotse.1109

Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education, 48(3), 233–236. https://doi.org/10.1080/1359866X.2020.1752051

Atmojo, A. E. P. (2021). EFL teachers’ online teacher professional development experiences amidst the COVID-19 pandemic: Practices and perceptions. Englisia: Journal of Language, Education, and Humanities, 9(1), 1. https://doi.org/10.22373/ej.v9i1.9127

Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76

Azubuike, O. B., Adegboye, O., & Quadri, H. (2021). Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the COVID-19 pandemic in Nigeria. International Journal of Educational Research Open, 2, 100022. https://doi.org/10.1016/j.ijedro.2020.100022

Bedford, L. (2019). Using Social Media as a Platform for a Virtual Professional Learning Community. Online Learning, 23(3). https://doi.org/10.24059/olj.v23i3.1538

Brandtzaeg, P. B., & Lüders, M. (2018). Time Collapse in Social Media: Extending the Context Collapse. Social Media + Society, 4(1), 205630511876334. https://doi.org/10.1177/2056305118763349

Churiyah, M., Sholikhan, S., Filianti, F., & Sakdiyyah, D. A. (2020). Indonesia Education Readiness Conducting Distance Learning in Covid-19 Pandemic Situation. International Journal of Multicultural and Multireligious Understanding, 7(6), 491. https://doi.org/10.18415/ijmmu.v7i6.1833

Daumiller, M., Rinas, R., Hein, J., Janke, S., Dickhäuser, O., & Dresel, M. (2021). Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality. Computers in Human Behavior, 118, 106677. https://doi.org/10.1016/j.chb.2020.106677

Fuad, M., Ariyani, F., Suyanto, E., & Shidiq, A. S. (2020). Exploring Teachers’ TPCK: Are Indonesian Language Teachers Ready for Online Learning during the COVID-19 Outbreak? Universal Journal of Educational Research, 8(11B), 6091–6102. https://doi.org/10.13189/ujer.2020.082245

Goodyear, V. A., Casey, A., & Kirk, D. (2014). Tweet me, message me, like me: using social media to facilitate pedagogical change within an emerging community of practice. Sport, Education and Society, 19(7), 927–943. https://doi.org/10.1080/13573322.2013.858624

Greenhow, C., Li, J., & Mai, M. (2019). From tweeting to meeting: Expansive professional learning and the academic conference backchannel. British Journal of Educational Technology, 50(4), 1656–1672. https://doi.org/10.1111/bjet.12817

Hakim, B. (2020). Technology Integrated Online Classrooms and the Challenges Faced by the EFL Teachers in Saudi Arabia during the COVID-19 Pandemic. International Journal of Applied Linguistics and English Literature, 9(5), 33. https://doi.org/10.7575/aiac.ijalel.v.9n.5p.33

Hodges, C. . M. S. . L. B. . T. T. . & B. A. (2020, March 27). The difference between emergency remote teaching and online learning. Https://Er.Educause.Edu/Articles/2020/3/the-Difference-between-Emergency-Remote-Teaching-and-Online-Learning.

Junus, K., Santoso, H. B., Putra, P. O. H., Gandhi, A., & Siswantining, T. (2021). Lecturer Readiness for Online Classes during the Pandemic: A Survey Research. Education Sciences, 11(3), 139. https://doi.org/10.3390/educsci11030139

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Krutka, D. G., Carpenter, J. P., & Trust, T. (2017). Enriching Professional Learning Networks: A Framework for Identification, Reflection, and Intention. TechTrends, 61(3), 246–252. https://doi.org/10.1007/s11528-016-0141-5

Kuhfeld, M. & T. B. (2020). The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. https://www.nwea.org/research/publication/the-covid-19-slide-what-summer-learning-loss-can-tell-us-about-the-potential-impact-of-school-closures-on-student-academic-achievement/

MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352

Magdaminkhodjaevna, N. M. . A. I. S. . S. M. . & U. N. E. I. (2020). The actuality of online coninous professional development for English teachers. Psychology and Education Journal, 57(8), 87–92.

Nugroho, A., & Haghegh, M. (2021). Emergency Remote Teaching amidst Global Pandemic: Voices of Indonesian EFL Teachers. VELES Voices of English Language Education Society, 5(1), 66–80. https://doi.org/10.29408/veles.v5i1.3258

Poce, A. . A. F. . R. M. R. . D. M. C. . & V. M. (2021). Participants’ expectations and learning needs in online professional development initiative concerning emergency remote education during 2020 COVID-19 lockdown. Italian Journal of Educational Technology, 29(2), 99–116.

Prenger, R., Poortman, C. L., & Handelzalts, A. (2019). The Effects of Networked Professional Learning Communities. Journal of Teacher Education, 70(5), 441–452. https://doi.org/10.1177/0022487117753574

Ramdhani, T., & Nandiyanto, A. B. D. (2021). The Use of Whatsapp Social Media as Reinforcement Online Learning during the COVID-19 Pandemic. Indonesian Journal of Multidiciplinary Research, 1(1), 107–112. https://doi.org/10.17509/ijomr.v1i1.33789

Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90. https://doi.org/10.29333/ejecs/388

Rice, M., & Deschaine, M. (2021). We need to help teachers withstand public criticism as they learn to teach online. In R. E. Ferdig & K. Pytash (Eds.), What teacher educators should have learned from 2020. Association for the Advancement of Computing in Education (AACE).

Saboowala, R., & Manghirmalani Mishra, P. (2021). Readiness of In-service Teachers Toward a Blended Learning Approach as a Learning Pedagogy in the Post-COVID-19 Era. Journal of Educational Technology Systems, 50(1), 9–23. https://doi.org/10.1177/00472395211015232

Sahlberg, P. (2021). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20(1), 11–18. https://doi.org/10.1007/s10671-020-09284-4

Saldana, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage.

Silvhiany, S., Sofendi, Mirizon, S., & Vianty, M. (2022). Digital literacy training for teachers of English to support 21st century learning. In H. Anggraini & A. Sari (Eds.), Prosiding Seminar Bahasa dan Sastra (SENABATRA) ke-1 (pp. 132–143). Universitas Sriwijaya.

Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100016. https://doi.org/10.1016/j.ijedro.2020.100016

Sullivan, R. (Robin), Neu, V., & Yang, F. (2018). Faculty Development to Promote Effective Instructional Technology Integration: A Qualitative Examination of Reflections in an Online Community. Online Learning, 22(4). https://doi.org/10.24059/olj.v22i4.1373

Suryana, I., Hidantikarnillah, V., & Murwantono, D. (2021). A narrative inquiry of language teachers' perceptions and experiences in using WhatsApp during New Normal Post-Covid-19 era. EduLite: Journal of English Education, Literature and Culture, 6(1), 55. https://doi.org/10.30659/e.6.1.55-70

Tanucan, J. C. M., & Uytico, B. J. (2021). Webinar-Based Capacity Building for Teachers: “Lifeblood in Facing the New Normal of Education.” Pertanika Journal of Social Sciences and Humanities, 29(2). https://doi.org/10.47836/pjssh.29.2.16

Trust, T., Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 189–199.

Utami, I. G. A. L. P., & Prestridge, S. (2018). How English teachers learn in Indonesia: Tension between policy-driven and self-driven professional development. TEFLIN Journal - A Publication on the Teaching and Learning of English, 29(2), 245. https://doi.org/10.15639/teflinjournal.v29i2/245-265

van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623–638. https://doi.org/10.1080/02619768.2020.1821185

Widayati, A., MacCallum, J., & Woods-McConney, A. (2021). Teachers’ perceptions of continuing professional development: a study of vocational high school teachers in Indonesia. Teacher Development, 25(5), 604–621. https://doi.org/10.1080/13664530.2021.1933159

Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641

Zheng, X., Yin, H., & Li, Z. (2019). Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China. Educational Management Administration & Leadership, 47(6), 843–859. https://doi.org/10.1177/1741143218764176

Downloads

Additional Files

Published

2022-04-23

How to Cite

Silvhiany, S. (2022). Indonesian Teachers’ Professional Development Practices and Needs in Post Pandemic Education. Voices of English Language Education Society, 6(1), 215–232. https://doi.org/10.29408/veles.v6i1.5265