The Strategy of English Teacher Professional Development  

Oleh:

Marmoah, Sri

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 878-887.
Topik: Strategy; English Teacher; Professional Development
Fulltext: hal 878.pdf (15.04MB)

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The background was teachers are the key figures in learning process. They influenced fundamentally to their students’ progress or lack to achieve the desired result. Teachers have a strategic role in education. Teachers play very important roles in educational practice because the teachers conduct a teaching learning process, which is one of the cores of the educational activity. Other educational resources become less significant if not accompanied by quality teachers. Professional development is the strategy government and schools use to ensure that educators continue to strengthen their practice throughout their career. The most effective professional development engages teams of teachers to focus on the needs of their students. They learn and problem solve together in order to ensure all students achieve success. Transference of learning requires knowledge, skills and attitudes from technical know-how to the creative art of teaching. The purpose of this research is to know the strategy of English teacher professional development to increase the teaching learning process and raise student achievement.The participants are English teachers as civil servants who teach in public junior and senior high school in Jambi city.The design of this research is descriptive qualitative research. The data for this research was collected through questionnaire and documentation. In this research the researcher was given questionnaire, it describes data about the strategy of English teacher professional development.There are twenty questions that will be answered by English teacher.The strategies to improve the status of English teacher through professional development are: individual reading, study, research; study groups among peers focused on a shared need or topic; observation: teachers observing other teachers; coaching: an expert teacher coaching one or more colleagues; mentoring of new educators by more experienced colleagues; team meetings to plan lessons, problem solve, improve performance, and learn a new strategy; faculty, grade-level, or departmental meetings; online courses; college/university courses; workshops to dig deeper into a subject; conferences to learn from a variety of expertise from around the state or country; whole-school improvement programs; and proprietary programs by private vendors.Based on the analysis of the questionnaire which related to the professional development were 70 English teachers got always category with 0,08 % percentage, often category with 0,15 % percentage, sometimes category with 0,29 % percentage, almost never category with 0,35 % percentage, and never category with 0,12 % percentage.The mostly used professional development by the English teacher were study group. The conferences to learn from a variety of expertise from around the stateor countrywere classified as never used professional development. English teacher professional development needs supporting on policy, moral, infrastructure, and financial that can lead English teachers to be professional.

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