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.

Keywords:

• dual-mode professional development
• online training
• teacher certification
• teacher education
• teacher education futures
• teacher professional development 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.