Impact of a professional development program on teachers' beliefs: A collective case study of four Indonesian schools
Date of Award
Master of Education
School of Education
Faculty of Education and Arts
Professor Lim Cher Ping
Dr Jeremy Pagram
Teachers‟ pedagogical beliefs have long been noted as one of the influential factors to the way teachers plan and implement their teaching and learning activities. Professional development programmes are often used in order to influence teachers‟ instructional practice and pedagogical beliefs. With the purpose to examine the issues surrounding the participating teachers‟ pedagogical beliefs in the Master teachers and School Leaders program in two provinces in Indonesia, this study was conducted within the Master Teachers and School Leaders programme. The program was a collaboration between Edith Cowan University School of Education (Western Australia) and Sampoerna Foundation Teacher Institute (Indonesia), especially in the way the program affected the participating teachers‟ pedagogical beliefs. This one-year programme was aimed at changing Indonesian teachers‟ beliefs and practice through classroom based action research through reflective practice, the use of peer coaching and leadership support.
There were 12 teachers from four schools in two provinces in Indonesia participated in this study. A mixed research methodology was used, comprised of Educational Belief Inventory (EBI) questionnaire; semi-structured interview; and field observation. The different instruments were intended to provide different points of view from which the teachers‟ pedagogical beliefs can be investigated.
Data from this study indicated changes in the participating teachers‟ pedagogical beliefs. The components from the program, which were peer coaching; action research, and leadership support, as well as the teaching approaches as modelled by program facilitators from ECU were reported to have positive impact on the teachers‟ pedagogical beliefs. On the other hand, some constraints from the program implementation as well as from existing factors such as culture were reported to have negative impact on the teachers‟ motivation and engagement in the program
The study found that as a result of the programme, teacher pedagogical beliefs had changed from a very teacher-centred to a more student-centred teaching approach. Also teachers reported that they now reflected upon their teaching practice and were exploring new practices. However the researchers found that cultural factors, such as the hierarchical nature the school and the foundation as institutions as well as teacher learning style all influenced the outcomes. The paper concludes with an examination of some recommendations that might improve similar professional development programs in Indonesia.
LCSH Subject Headings
Teachers -- In-service training -- Indonesia -- Evaluation
Teachers -- Indonesia -- Attitudes
Edith Cowan University. Faculty of Education and Arts -- Dissertations
Access to this thesis - the full text is restricted to current ECU staff and students by author's request. Email request to firstname.lastname@example.org
Nastiti, H. (2010). Impact of a professional development program on teachers' beliefs: A collective case study of four Indonesian schools. Retrieved from http://ro.ecu.edu.au/theses/1840