Abstract
This article aims at reporting a result of a small research in Bali about English teachers’ personally-initiated learning (PIL) preferences. The study was done through a small survey involving 156 English teachers and continued with a focus group discussion (FGD). The survey was mainly about English teacher’s PIL preferences, and the aspects which influence their participation. The survey revealed some PIL preferences, namely: web-browsing, reading books, colleagues sharing, reflection from experience and doing research. Following the survey analysis, 2 times of 90 minutes FGD were conducted by involving 15 English teachers. The focus group discussion was conducted to see English teachers’ PIL experiences and opinion regarding the PIL preferences found in the survey. The study found that English teachers’ preferences were influenced by their time, family responsibility, ability, age, effect-relevance and school-culture. Besides that, personal motivation was found to be essential in their professional development participation. Suggestions for school administrators are discussed as it reflects the implication of the findings of the study.
Highlights
To improve or maintain teachers’ professionalism it is essential for teachers to engage in professional development efforts. Cahyono (2010) believes that continuous professional development engagement is necessary for teacher professionalism as teachers need to adjust or to keep up with any educational changes and teaching challenges
The data was analyzed by looking at the percentage of frequency of respondents choosing the items in the questionnaire, and doing content analysis on the discussion note gained during focus group discussion (FGD)
It was found that 145 people selected web-browsing, 116 people selected colleagues sharing, 93 people selected reflecting from experience, 46 people selected reading books/e-book, and only 15 people selected doing research. These findings showed that English teachers most likely to prefer web-browsing as their way of personal learning; and less likely to prefer doing research
Summary
To improve or maintain teachers’ professionalism it is essential for teachers to engage in professional development efforts. Cahyono (2010) believes that continuous professional development engagement is necessary for teacher professionalism as teachers need to adjust or to keep up with any educational changes and teaching challenges. To improve or maintain teachers’ professionalism it is essential for teachers to engage in professional development efforts. Many scholars (Lieberman, 1996; Kennedy, 2005; Davidson, Dunlop, Soriano., Kennedy, & Phillips., 2012) have discussed options of professional development models or activities. Their accounts can be generally classified into two board classifications, namely structured professional development and unstructured professional development. This article discusses the later account done by English teachers in Indonesia. In this article, it refers to Personally-Initiated Learning (PIL), which is teachers’ self-initiated learning efforts
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