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Teacher Development
An international journal of teachers' professional development
Volume 17, 2013 - Issue 3: Teacher Education Futures
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Articles

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

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Pages 380-392 | Received 30 Jun 2012, Accepted 12 Mar 2013, Published online: 30 Jul 2013
 

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.

Acknowledgement

This work was financially supported by a research grant (011/HIKOM/DP2M/2008) from the Directorate General of Higher Education, Ministry of National Education Republic of Indonesia.

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