Teachers' Continuous Professional Development Special Education (Multi-Case Study at SLBN 1 Amuntai and SLBN Kandangan)

Abstract

This study aims to describe the model of continuous professional development of special education teachers, strategies for implementing the model of continuous professional development programs and the implications of professional development of special education teachers on the quality of learning. The approach used in this study is a qualitative approach with a multi-case study design and data collection techniques through interviews, observation and documentation. The samples in this study used purposive sampling and then continued snowball sampling. The collected data will be examined and data condensation, data presentation, and conclusion drawing and verification will be carried out. Checking the validity of data is carried out using observational diligence and triangulation. Once checked, the collected data is analyzed with single-case analysis and cross-site analysis. The results obtained from this study show the professional development of special education teachers in SLBN 1 Amuntai and SLBN Kandangan through 3 main programs, namely certification programs, supervision programs and PKB. While the professional development strategy model implemented consists of planning, implementing and evaluating the strategiescarried out at SLBN 1 Amuntai, namely increasing literacy activities, seminars/workshops/training, cultivating religious behaviour, comparative studies, and generating work motivation. Meanwhile, at SLBN Kandangan through study assignments/study permits, seminars/workshops/training, religious enthusiasm, comparative studies, consulting services, and generating work motivation through rewarding. The implications of the professional development of special education teachers are very influential on the quality of learning quality. Based on the findings, it is recommended that principals and teachers pay more attention to the importance of developing professionalism, and further researchers are expected to conduct research and More in-depth, critical and objective studies in analyzing problems related to teacher professionalism.