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Umar Abdullah_Dissertation_Final.pdf (2.35 MB)

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Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia

Abdullah, Umar
http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572

Abstract Details

2015, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
The present study examines the influence of Indonesia’s in-service teacher certification program through teacher professional training, namely Pendidikan dan Latihan Profesi Guru (PLPG), on teacher learning. It is guided by learning leverage interpretive tool, constructivism and social interaction, and adult learning theory. The study looks specifically at what happened in a 10-day PLPG, what English-language teachers learned during the training, how they viewed PLPG as professional development, how their learning experience impacted their routine teaching practices, and how they perceived PLPG as a vehicle for learning research-based instructional practices and classroom management. The study followed a dominant-less dominant mixed-methods research design, beginning with the dominantly qualitative study, and ending with less dominantly quantitative study. Among the English-language teachers attending the 2013 PLPG at a public university in Palembang, Indonesia, six purposively-selected teachers were observed, interviewed three times, and asked to write daily logs over the course of the training. Samples of their works including training-related documents were also collected. Subsequent to their training, the teachers were observed teaching in their classrooms two times and interviewed prior to the first observation and after each of the observations. At the end of the training, 149 teachers completed a survey questionnaire, which consisted of an instructional practices scale (17 items) and a discipline and classroom management scale (4 items). The participants’ PLPG results including their initial competency test (UKA) scores were also statistically analyzed. Despite some apparent weaknesses, PLPG certification program provided substantial learning experience for teachers, which included professional/content knowledge and pedagogical knowledge and skills necessary for their professional duties. In spite of considerable variation among the teachers in the quality of teaching and learning, they transferred the learning experience to their routine teaching practices. The study suggests that the rigor and reward of PLPG were quite influential to the teachers’ pursuit of certification. However, the study results also indicate that the professional consequences of failure to achieve certification was not a high enough risk to fuel candidates’ willpower to complete PLPG requirements. The survey revealed that the majority of the teachers perceived PLPG as a vehicle for learning such pedagogical knowledge as instructional practices and classroom management informed by theory and research. The teachers' perspective lent support that the rigor, reward, and, to a lesser extent, professional risk of not earning certification, influence the learning of teachers pursuing certification. It is hoped that this study helped evaluate the ability of PLPG certification in providing learning experience for English-language teachers and improving the quality of their teaching practices, and inform input for future educational policy decisions in teacher educational area.
Keiko Samimy, PhD (Advisor)
Leslie Moore, PhD (Committee Member)
Adrian Rodgers, PhD (Committee Member)
Tracey Stuckey-Mickell, EdD (Committee Member)
299 p.
Adult Education; Education; English As A Second Language; Teacher Education; Teaching
Teacher Professional Training; Teacher Certification Program; Learning Leverage; Learning Experience; Content Knowledge; Pedagogical Knowledge; Instructional Practices; Classroom Management

Recommended Citations

Citations

  • Abdullah, U. (2015). Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572

    APA Style (7th edition)

  • Abdullah, Umar. Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia. 2015. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.

    MLA Style (8th edition)

  • Abdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia." Doctoral dissertation, Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572

    Chicago Manual of Style (17th edition)

osu1427720572
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This open access ETD is published by The Ohio State University and OhioLINK.