Article Sidebar

Download
PDF
Statistic
Read Counter : 5 Download : 0

Main Article Content

Abstract

Developing professional competence is always required by the teacher to present meaningful learning experiences to reach the goal. Moreover, the pandemic has changed every side of life, including teaching and learning activities. One of the competencies is designing the instructional objectives, and the teacher community can support their development. This study explores the role of the teacher's community in developing teachers' professional competence in designing the instructional objective in the EFL context. This study uses qualitative methods with questionnaires and interview instruments to collect the data. Two teachers contribute to this study. They come from senior high school teachers. One teacher teaches in a public school, and the other teaches in a private one. The result showed that three types of teachers' communities play a role in respondents' development in teachers' professional competence in designing instructional learning objectives. Besides, they can design the learning objectives; further researchers may conduct follow-up research with a broader subject, complete literature, and more relevant methods to draw generalizations.

Keywords

Teacher CommunityTeacher Professional CompetenceInstructional Objectives

Article Details

How to Cite
Hafiz Nurulhaq, G., Kurniawan, E., Hikmawan, I., Ginanjar, R., & Firman. (2024). The Teacher Community Role toward Teacher Professionalism on Designing EFL Instructional Objectives. Inspiring: English Education Journal, 7(1), 140–162. https://doi.org/10.35905/inspiring.v7i1.8940
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Akhyak, I., & Bakar, A. (2013). Implementation of Teachers Pedagogy Competence to Optimizing Learners Development in Public Primary School in Indonesia. International Journal of Education and Research, 1(9). http://repository.uinsa.ac.id/id/eprint/2051
  2. Alik, B. M. (2019). The Students’ Perception of The Professional English Teacher at MA PP NURUL HAQ Benteng Lewo Kabupaten Sidrap. Inspiring: English Education Journal, 2(1), 22-35. (Vol. 2). https://doi.org/10.35905/inspiring.v2i1.1263
  3. Alqiawi, D. A., & Ezzeldin, S. M. (2015). A Suggested Model for Developing and Assessing Competence of Prospective Teachers in Faculties of Education. World Journal of Education, 5(6). https://doi.org/10.5430/wje.v5n6p65
  4. Borg, S. (2015a). Contemporary Perspective on Continuing Professional Development.Ankara: British Council.
  5. Borg, S. (Ed.).(2015b). Professional Development for English Language Teachers: Perspectives from Higher Education in Turkey. Ankara: British Council. Retrieved from https://www.teachingenglish.org.uk/article/professional-development-english-language-teacher-perspectives-higher-educationturkey
  6. Celik, S. (2011). Characteristics and Competencies for Teacher Educators: Addressing The Need for Improved Professional Standards in Turkey. Australian Journal of Teacher Education (Online), 36(4), 18–32. https://search.informit.org/doi/10.3316/ielapa.327012775997141
  7. Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
  8. D’Ardenne, C., Barnes, D. G., Hightower, E. S., Lamason, P. R., Mason, M., Patterson, P. C., Stephens, N., Wilson, C. E., Smith, V. H., & Erickson, K. A. (2013). PLCs in Action: Innovative Teaching for Struggling Grade 3–5 Readers. The Reading Teacher, 67(2), 143–151. https://doi.org/https://doi.org/10.1002/TRTR.1180
  9. Good, T.L., & Brophy, J.E., (1987). Looking in Classrooms. Harper and Row, Publisher. New York.
  10. Guskey, T. R. (2000). Evaluating professional development. Corwin press.
  11. Harden, R. M. (2002). Learning Outcomes and Instructional Objectives: Is There A Difference? Medical Teacher, 24(2), 151–155. https://doi.org/10.1080/0142159022020687
  12. I-Tech. (2010). I Tech Technical Implementation Guide; Writing Good Learning Objectives. I Tech: International Training & Education Center for Health, https://targethiv.org/sites/default/files/file-upload/resources/TIG%204%20Learning%20Objectives%202010.pdf
  13. Ibrahim B., (2004). Peningkatan Profesionalisme Guru Sekolah Dasar. Bumi Aksara. Jakarta.
  14. Johnson, E. B. (2002). Contextual Teaching and Learning: What It Is and Why It’s Here to Stay. Corwin Press.
  15. Kalsum, K., Sardi, A., & Andini, N. (2023). THE QUALITY OF SUMMATIVE TEST MADE BY EFL TEACHER. Inspiring: English Education Journal, 6(1), 46-57.
  16. Leinhardt, G., & Smith, D. A. (1985). Expertise in Mathematics Instruction: Subject Matter Knowledge. Journal of Educational Psychology, 77(3), 247. https://doi.org/10.1037/0022-0663.77.3.247
  17. Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional Communities and Student Achievement – A Meta-Analysis. School Effectiveness and School Improvement, 22(2), 121–148. https://doi.org/10.1080/09243453.2010.550467
  18. Mak, B., & Pun, S.-H. (2015). Cultivating A Teacher Community of Practice for Sustainable Professional Development: Beyond Planned Efforts. Teachers and Teaching, 21(1), 4–21. https://doi.org/10.1080/13540602.2014.928120
  19. Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How Large Are Teacher Effects? Educational Evaluation and Policy Analysis, 26(3), 237–257. https://doi.org/10.3102/01623737026003237
  20. O’Dowd, R., & Dooly, M. (2022). Exploring Teachers’ Professional Development Through Participation in Virtual Exchange. ReCALL, 34(1), 21–36. https://doi:10.1017/S0958344021000215
  21. Osman, D. J., & Warner, J. R. (2020). Measuring Teacher Motivation: The Missing Link Between Professional Development and Practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064
  22. Permendikbud RI, (2003). Peraturan Menteri Pendidikan dan kebudayaan (Permendikbud) Republik Indonesia No 70 Tahun 2013 Tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Kejuruan/Madrasah Aliyah Kejuruan. Departemen Pendidikan dan Kebudayaan. Jakarta.
  23. Permendiknas RI, (2007). Peraturan Menteri Pendidikan Nasional (Permendiknas) Republik Indonesia No 16 Tahun 2007 Tentang Standar Kualifikasi Akademik dan Kompetensi Guru. Departemen Pendidikan Nasional. Jakarta.
  24. Soine, K. M., & Lumpe, A. (2014). Measuring Characteristics of Teacher Professional Development. Teacher Development, 18(3), 303–333. http://dx.doi.org/10.1080/13664530.2014.911775
  25. Undang-Undang Republik Indonesia Nomor 20 (2003). Tentang Sistem Pendidikan Nasional. Departemen Pendidikan Nasional. Jakarta.
  26. Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher Communities as A Context for Professional Development: A Systematic Review. Teaching and Teacher Education, 61, 47–59. https://doi.org/10.1016/j.tate.2016.10.001
  27. Vescio, V., Ross, D., & Adams, A. (2008). A Review of Research on The Impact of Professional Learning Communities on Teaching Practice and Student Learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/https://doi.org/10.1002/TRTR.1180
  28. Wardoyo, C., Herdiani, A., Sulikah. (2017). Teacher Professionalism: Analysis of Professionalism Phases. International Education Studies: Canadian Center of Science and Education, 10(4), https://eric.ed.gov/?id=EJ1138573