Restrictive versus facilitative teacher professional development: a case from three public schools in Indonesia

Abstract

This paper argues that the professional learning of teachers is shaped and conditioned by the circumstances, arrangements, and specificity of teacher professional development (TPD) learning activities or programs of a particular context or system. Specifically, this research reveals how practices of TPD programs in Indonesia influence teachers’ professional learning perceptions and practices. This research draws on a larger multiple-case-study research that looks into the influences, and possible interplay, of teacher characteristics, TPD learning activities, and schools on teacher professional learning in Indonesia. This paper reports findings of the research question that investigates teachers’ perception towards TPD learning activities that they have been involved in during the 18-month period prior to participating in the research project. The results show that teachers participate in various forms/types of TPD learning activities that can be (1) formal, designed, and mandated by parties external to teachers; (2) informal, voluntary, and incidental, arising from teachers’ daily practices and interpersonal communication and interaction with others; and (3) can also be either personal or collaborative as a professional learning undertaking. “Restrictive” and “facilitative” TPD are the two conflicting themes that represent the influences of practices of TPD programs in Indonesia.