0

EXE 731

Advancing Professional Development

Assignment 1

A CRITICAL REVIEW OF

THREE THEMES IN

PROFESSIONAL DEVELOPMENT

NAME : IRFAN RUSMAR

STUDENT ID : 211076913

COURSE CODE : E700

1

Professional Development Position Paper

Introduction

Recently, education reform efforts emphasized professional development and continuing

education for teachers as processes delivering personal growth and job satisfaction. This

reformation also aimed to deliver effective learning to students and improve the quality

of their workplaces. Glass (2004) said that teachers will be encouraged to develop the

content of knowledge and their ability to teaching and learning process through

professional development. The teachers also will be better prepared in teaching their

students by improving their ability and acknowledgement. In addition, they become more

valuable to make the right lesson plan and instructional decision.

However, individual commitment, reflection on collaboration and recognize context and

culture will be extremely needed by the teachers to achieve the professional in their

careers. As we know, curriculum development, interesting lesson, changing the learning

process and active students are depending on the commitment of a teacher. It means if

the teacher want to make some changes in teaching and learning process to become

better, then the changes for the better process will be realized in the teaching process.

Furthermore, in (http://en.wikipedia.org/wiki/Collaborative_Professional_Development,

2010) shown that teachers also need to work in groups to develop their skills and

knowledge. The site also reveals two elements of collaborative professional development,

including inter-colleague support and cascading within a learning situation. Yeh (2007)

suggests teachers to join an online community of practice to enhance the skills and

professional development through collaborative projects.

External factors such as government regulations, social community and critical theory also

as the changes tools by influencing the direction and professional development during

teaching and learning process. Moreover, professional development also considering

2

people as adults and life-long learner to investigate the appropriate teaching and learning

process.

A supportive culture and context defined by Wenger (1999) as the relationship that exist

in the organizations or workplaces. Therefore, he describes the culture and context as the

attributes of community of practice in the workplaces. There are the forum to

collaborative practice, reflection and can provide safe, although sometimes there are

several challenges.

Therefore, in this essay, I would like to explain those three themes and the relationship

between the context of teachers and process of teaching and learning in Aceh.

A Commitment to Personal Professional Development

The crucial factor in rising students’ achievement is the quality of teacher (Shumway, et

al. 2010). Clark (1992) described that, teachers are more active than passive, more willing

to learn than unwilling, and have more variety in the teaching-learning process than

homogenous. In addition, teachers have to make the decision during their teaching. They

also do have beliefs, system and theories to make their perception, plans and action

influence their students appropriately.

Therefore, teachers need to be more professional to bring their influences to persuade

students to follow their ways in teaching and learning with the purpose the students

could improve their knowledge. Glass (2004) said that professional development helps

teachers to develop the content of knowledge and skills to success in the classroom.

However, the professionalism cannot be achieved without their commitment, to do

several valuable things, such as learning, and self-directed. Therefore, in order to be

successful, teachers need to participate in lifelong learning (Kwo, 2004: 281).

Based on the definition of lifelong learning in Analytic Quality Glossary website

(http://www.qualityresearchinternational.com/glossary/lifelonglearning.html, retrieved

3

9th December 2010), is closely linked to continuing learning and professional development

through the entire life whether formal or informal, the teacher should have their own

commitment to find several resources and learn it before implement the knowledge in

their teaching and learning process. It also means that no one can force the teachers to

learn or develop. They should have their own commitment to develop themselves.

To promote the concept of self-directed professional development open, we, as teachers

must begin to think of ourselves as designers. Furthermore, to develop ourselves to be

more professional, we must have a desire to plan, select, sketch, also do not afraid of

making errors, redesign and learn from experiences. Therefore, according to Clark (1992),

a vital element in the commitment to develop are the principles of design, which

including, write your own credo, start with your strength, make a five-year plan, look into

your own back yard, ask for support, go to the first class and blow your own trumpet.

The 7 principles of design for teacher, designed by Clark (1992):

1. Write your own credo of teaching

It is would be essential, when a teacher teaches he must have a credo on himself,

because our beliefs and personal theories set frames and view about what we see and

how to interpret our experience. As a person who has a selective view about everything, I

believe I cannot do anything without know and believe about the things. For example in

teaching, as I know and believe about teaching, learning, students and myself, the

teaching and learning process can run extremely well.

2. Start with your strengths

There are many teachers still not so confident about their ability in teaching and learning

in schools. Most of them still have the idea about they must have a responsibility to

become an excellent at everything. However, Clark (1992) said that teachers need to

abandon the idea. Even, he suggested teachers must believe that they do well at

everything in teaching and learning process.

4

3. Make a Five-Year plan

Everyone in this world must be live with a plan before doing something. A plan can give

us a direction and a basis for evaluate and choice something for our lives. This principle is

an interesting one for me, because I personally believe that doing something without

planning, like we travel around the world without destination.

4. Look in your own backyard

This is the best principle for me. I believe by looking at my own backyard, I repay

attention to what I learned about myself at the past time. Moreover, I will use it as a

reference in teaching and learning process.

5. Ask for support

Personally, I strongly agree with this principle in terms of a human as zoon politicon.

Everyone cannot live without other people in this world. Based on my experience in

several schools, I usually get new ideas from other teachers about the way or system in

teaching and educational process in Indonesia. I learned a lot and get a plenty of

information about the educational system, more from other people than when I was in

university.

6. Go first class

As a professional, we deserve to be respected and that thing will begin with give our

respect to other people. I believe, if we get some respects from other people, we will feel

like first class people. Therefore, we need to go first class as a motivation to increase our

confidence in our works.

7. Blow your own trumpet

Let others know what we are doing as the best things. Learn how to teach about what

excites you.

5

Based on the seven principles that designed by Clark above, I personally believe that

teachers can create the interesting teaching in the learning process. However, in the

context of teaching and learning environment in Aceh, teachers could not achieve all of

the seven principles above because of constrains of various things such as, salary and

others view about the teachers’ behavior. For example, if a teacher wants to implement

the seventh principle, “Blow your own trumpet” into the teaching process, other teachers

usually see the teacher as the one who want to show off his knowledge to them. They do

not know that, by implementing this principle will encourage confidence in the work.

Moreover, in the terms, “Go First Class”, most of the teachers in Aceh has the difficulties

to rise that term because of their salary is not enough and make them cannot feel that,

they are as the "first class" community of people. However, those things are depend on

how the teachers think about the principal of their lives and their students. I believe all

teachers in this world knew how to addressing their importance on the right ways and

conditions.

A Commitment to Collaborative Reflection on Practice

Reflection is a fundamental aspect of being a professional, especially in teaching and

learning process, because the notion of reflective the practitioners have been a significant

influence in teacher education for a long time. Jung (2005 in Dolmans et al., 2006) said

that experienced teachers improving their skills by reflecting the teaching and discussing

their teaching issues with their colleagues. It means that teachers learn more about

teaching and learning process through reflection. Lerman (in Lopez; Koop, 2003: 235) said

that, reflection is developing the skills of paying full attention to what is going on in the

classroom, noticing and recording the events and working on students with the purpose

to learn about them and the role of the teacher.

Additionally, Moon (1994: 4) explained that, the reflection lies on the process of learning

and on the representation of that learning. It means that we reflect on what we consider

6

learning detailed about. In terms of collaborative, Heron (1996 in Bray (2000: 4)) explain

the meaning of collaborative as a combination of two or more people in conducting a

human inquiry through a series of cycles for sharing some ideas and reflecting together

based on their experiences. Based on these citations, I believe that, reflection is more

happens in groups of people where, people can share many ideas and help each other.

This is similar with the Bereiter explanations (2002; Dolmans et al., 2006: 290),

“Exchanging experiences and ideas with others considered for enhancing the quality of

reflection". I personally believe that, we, as a person cannot look into our own

weaknesses deeply, but we can look into other people weaknesses and suggest some

corrected to them.

In Boyd and Cooper (in Brody & Davidson, 1998: 50) show two main types of collaborative

reflection, including, individual reflective practices and partner/group reflective practices.

First, individual reflective practices that done by using self-contracting and monitoring,

writing reflecting journals, portfolios, case studies, and professional

reading/writing/study. Second, partner/group reflective practices or well known by

collaborative reflection. I believe both of them suitable for teachers. However, I consider

preferring to ask my colleagues or other people to make reflection for me during the

teaching-learning process than write reflective journals and read it after the teaching and

learning process.

As the collaborative process is the one of characteristic to improve teachers skills in their

teaching practices, Meijer (2005; Dolmans, 2006: 290) believe that, teachers through

collaborative reflection train their skills, thus enhancing their professional development.

Historically, the collaborative reflection on practice has implemented for a decade in

Aceh. The education inspectors that usually come to school suggested the teacher to do

peer teaching to improve their teaching skills. Moreover, the inspectors also ask teachers

to follow the MGMP (it is kind of the community of teachers to discuss several things that

related to teaching and learning processes) which conducted by the district government.

Nevertheless, they not significantly habit in making reflective journals as their own

7

reflection during the teaching and learning process. Therefore, in my opinion, Aceh’s

education practitioners have committed to collaborative reflection on their practice in

teaching and learning.

Considering a lot of advantages that might come from the collaborative reflection on

practices, I shall argue that, the teachers in Aceh should maintain their collaborative and

combination in discussing among them, including during teaching and learning process or

in their organization.

Recognizing the Context and Culture on Professional Development

Learning is central of human life, and it is significantly essential with human’s works and

friendship. As the American theorist David Kolb (1984 cited in Foley, 2004: 4) has noted,

learning is essential as human primary mode of adaptation. In addition, if people do not

learn, they may not survive. Subsequently, learning is a complex thing that should not be

with a formal education only. Foley (2004: 4) said that the entire of human activity has a

dimension of learning. He also said that people learn continually, formally and informally,

in many places with many different settings. It means, people can learn in their

workplaces, in families, through leisure conditions, through community activities and in

political action also.

Additionally, the terms of people learn continually is extremely similar with the notion of

professional development. Kwo (2004: 281) explained, in order to be successful, teachers

need to participate in lifelong learning. As mentioned in the first theme above, lifelong

learning is closely defined as continuing learning and professional development through

the entire life whether formal or informal.

In terms of education, teachers required to learn continually to improve their ability to

teaching and learning process. Furthermore, Foley (2004: 10) see the teachers as the

adult learners that need to learn about education that grounded in an understanding of

practice and how they think about the practice. Schon (1983 cited in Foley, 2004: 11) sees

8

the adult learning with the concept of reflection-in-action. It means, through reflection

the practitioners bring to their action into the appropriate and thoughtful way.

Subsequently, he gave a cycle of professional work, including, planning, acting, reflecting

and re-designing new plan. This concept, related to the social community life. Therefore,

in doing this concept, teachers must consider to social structure and culture that

explained in two paradigms, interpretive and critical.

The interpretive paradigm sees the individuals make meanings is not purely subjective,

but the focus is on the interaction of self and social culture and structure. In contrast, the

critical paradigm that related to critical theory of education that focused on the

relationship of knowledge, power and ideology. In the context of the educational system

in Aceh, these paradigms have their own example, respectively.

Firstly, in the interpretive paradigms, we as a novice teacher want to participate in a

collaborative of practice, we need to engage and put some interesting and useful ideas to

build a trustworthy among our teachers community. As we know, usually there is a gap

between novice and expert teachers. From this situation, we learn something that can

make us as a professional development. Secondly, in the critical paradigm, government

policies such as the national examination that required a minimum score to pass the

exam also encourage teachers to adapt and hard working with the system or policy.

Based on these two paradigms, it is now clearly that context and culture bring the

important influences to teachers’ professional development.

Conclusion

Indeed, not everyone will be keen to agree to further the professional development. In

addition, not every workplace and colleague can support someone who wants to be a

professional. However, the process of teaching and learning significantly depends on the

professionalism of a teacher. To gain the professionalism, a teacher required to be more

have a desire to continuing learning whether formal or informal. In the global context and

9

the 21st century model of teaching and learning, the professionalism needed and steadily

increased. The individuals who desire to improve their professionalism and continuing

learning will face rising competition for the more desirable and rewarding position than

who do not have.

To move forward, we need to develop a plan whether personal or in groups

(collaboration) with other people. Therefore, a strong commitment needed to achieve the

professional development in the workplaces and jobs.

10

References

Anonymous, Wikipedia website, (2010). Collaborative Professional Development [online]. Retrieved on 4th December 2010 in http://en.wikipedia.org/wiki/Collaborative_Professional_Development

Anonymous n.d. Analytic Quality Glossary, Lifelong Learning [online]. Retrieved on 9th

December 2010 in http://www.qualityresearchinternational.com/glossary/lifelonglearning.htm

Bray, J.N (2000). Collaborative Inquiry in Practice. Saga Publication [online]. London.

United Kingdom. Retrieved on 11 December 2010 in http://books.google.com.au/books?hl=en&lr=&id=hPWmRCN_i8sC&oi=fnd&pg=PR7&dq=A+Commitment+to+Collaborative+Reflection+on+Practice&ots=sT1tiyYj5m&sig=TIBI8Ms4sHwGAO6mPMWlklbz80g#v=onepage&q=A%20Commitment%20to%20Collaborative%20Reflection%20on%20Practice&f=false

Brody, C.M & Davidson, N. (1998). Professional Development for Cooperative Learning, Issues and Approaches [online]. State University of New York Press, Albany. New York. Retrieved on 11 December 2010 in http://books.google.com.au/books?hl=en&lr=&id=-vTv85mExoUC&oi=fnd&pg=PA49&dq=collaborative+reflection&ots=UFsSKAvx34&sig=2R4LIFIWFAgi63xJ1zppExEeiUM#v=onepage&q=collaborative%20reflection&f=false

Clark, C. (1992). Teachers as Designers in Self-Directed Professional Development. in A

Hargreaves & M Fulan (eds), Understanding Teacher Development, Teachers College Press, New York, pp. 75 – 84.

Dolmans,H.J. et.al. (2006). Teachers’ Interaction and Their Collaborative Reflection

Processes during Peer Meetings [online]. Advances in Health Sciences Education (2008),Netherland, Vol. 13, pp. 289 – 308. Retrieved on 11 December 2010 in http://www.springerlink.com/content/12561hm045572151/fulltext.pdf

Foley, G. (2004). Introduction: The state of adult education and learning. In G Foley (ed.). Demension of adult learning: adult education and training in a global era, Alien & Unwin, Crows Nest, NSW, pp. 3 – 18.

11

Glass, V., G. (2004). Teacher Professional Development, Issues and Training [online]. Charalambos Vrasidas Intercollege, retrieved on 4th December 2010 in

http://books.google.com.au/books?hl=en&lr=&id=2zxlOMi2uCMC&oi=fnd&pg=PA1&dq=+teacher+professional+development+&ots=HimjtcIdO9&sig=VTd_5TB8-aEarGjNHYRgcIJhtNM#v=onepage&q=teacher%20professional%20development&f=false http://en.wikipedia.org/wiki/Collaborative_Professional_Development

Kwo, O. et . al.(2004). Uncovering the Inner Power of Teachers' Lives: Towards a Learning

Profession. (Guest Editorial), International Journal of Educational Research, Vol. 41, No. 4-5, pp. 281-291. Retrieved on 9th December 2010 in http://web.edu.hku.hk/staff/wykwo/docs/uncovering_the_inner_power.pdf

Koop, A. (2003). Collaboration in Teacher Education [online]. Kluwer Academic Publisher.

Netherland. Retrieved on 11 December 2010 in http://books.google.com.au/books?hl=en&lr=&id=alIusmDk_1gC&oi=fnd&pg=PA235&dq=collaborative+reflection&ots=1LCc4N76lE&sig=wpovJSEvzfWW7tmZ6NVwv4qHl6o#v=onepage&q=collaborative%20reflection&f=false

Moon, A.J. (1999). Reflection in Learning and Professional Development [online]. Kogan

Page Limited, Great Britain. Retrieved on 11 December 2010 in http://books.google.com.au/books?hl=en&lr=&id=BElv74ouVP8C&oi=fnd&pg=PR7&dq=reflection+in+professional+development&ots=Zc5xv0xPJ7&sig=6I2QJReT5GnkfK_GPbcNv5CoX6M#v=onepage&q&f=false

Shumway, J.,B. (2010). Elements of Professional Development that Influenced Change in

Elementary Teachers’ Writing Instructure *online]. Thesis submitted to the faculty of Brigham Young University, Department of Teacher Education, Brigham Young University, Agustus 2010, retrieved on 9th December 2010 in http://contentdm.lib.byu.edu/ETD/image/etd3779.pdf

Wenger, E. (1999). Communities Practice: Learning, Meaning and Identity. Cambridge

University Press. pp. 72 – 85, 287 – 9, 306 – 7. Yeh, A. (2007). Empowering Teachers through Collaborative Professional Development,

Learn. Act. Inspire[online]. Strategies for NNESTs that Work Session TESOL, Wenzao Ursuline College of Language. Retrieved on 4th December 2010 in http://www.slideshare.net/aidenyeh/empowering-teachers-through-

collaborative-professional-development