TEACHERS’ CONTINUING PROFESSIONAL DEVELOPMENT (CPD) IN ACEH PROVINCE, INDONESIA

Abstract

Teachers play key roles in preparing excellent students to reach their goals. To produce the exceptional students, teachers should always improve their professionalism. This study aims at investigating the efforts to improve teachers’ Continuing Professional Development (CPD) in Aceh, Indonesia. This mixed study included 37 elementary schools and was carried out in ten Aceh Province districts or cities. Purposive sampling was used to select teachers, principals, and educational ministry officials to be the study's subjects. Information were gathered through meetings, perception and documentation. The steps of data reduction, data display, and verification were used to conduct qualitative data analysis; in the meantime quantitative information were made sense of through rates. Mentoring and/or peer observation and coaching, courses or workshops, reading professional literature, engaging in informal dialogue with peers, attending conferences or seminars, observing and visiting other schools, joining a qualification program, participating in a network of teachers, and individual or collaborative research are among the activities teachers in Aceh engage in to enhance their professional development and competence. Apathy, academic failure, lack of professional inspiration, lack of motivation, ignorance of their professional calling and responsibilities, lack of control, and lack of financial support were also identified as obstacles for teachers to overcome in their efforts to improve their professional competence. The planning and execution of CPD, as well as competency in the knowledge, skills, and attitudes discussed at CPD events, were all evaluated during the Aceh CPD evaluation process, focusing on learning outcomes, organizational support and change, using and sharing evaluation results, and sequentially evaluation.