A Case Study of The Implementation of Teacher Professional Development among Primary Teachers
Abstract
This study explores the strategies of improving the implementation of Teacher Professionalism Development. This study is a qualitative case study that involves three primary teachers in the Larut Matang and Selama district. Study participants were selected by purposive sampling. Data were obtained through interviews, observation and document analysis. The data collection process took nearly two months. The strategies identified are: (a) needs-based planning for effective TPD, (b) preferences for flexible and personalized learning, and (c) digital TPD delivery method. The findings of the study were found to have implications for the implementation of teacher professional development. This study contributes the added value to literature and practice in teacher professional development. In conclusion, a TPD Learning Model that based on the findings of this study is proposed to improve the implementation of teacher professional development, especially in Larut Matang and Selama district.
References
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Yin, R.K. (2003). Case study research: Design and methods. 3rd Edition. Newbury Park: Sage Publications Inc.
Borg, S. (2015). Researching teacher beliefs. In: Paltridge B, Phakiti A (eds) Research Methods in Applied Linguistics: A Practical Resource. London: Bloomsbury.
Che Ahmat, Nur Hidayah, Bashir, Muhammad, Razali, Ahmad, & Kasolang, Salmiah. (2021). Micro-Credentials in Higher Education Institutions: Challenges and Opportunities. Asian Journal of University Education. 17. 281 - 290. 10.24191/ajue.v17i3.14505.
Creswell, J.W. (2008). Research design: Qualitative, quantitative, and mixed approaches. 3rd Edition. Thousand Oaks: Sage Publications Inc.
Decius, J., Schaper, N., & Seifert, A. (2019). Informal workplace learning: Development and validation of a measure. Human Resource Development Quarterly, 30(4), 495–535. https://doi.org/10.1002/hrdq.21368
Diaz-Maggioli, G. (2004). A passion for learning: Teacher-centered professional development. Alexandria, VA: Association for Supervision and Curriculum Development.
Durksen, Tracy & Way, Jennifer & Bobis, Janette & Anderson, Judy & Skilling, Karen & Martin, Andrew. (2017). Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions. Mathematics Education Research Journal. 29. 10.1007/s13394-017-0199-1.
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
LeGary, R., & LaRocco, D. (2022). Job‐embedded professional learning: Facilitating faculty implementation of UDL. New Directions for Teaching and Learning. 2022. 93-103. 10.1002/tl.20521.
Fairman, Janet & David, Smith & Pullen, Paige & Lebel, Steve. (2020). The Challenge of Keeping Professional Development Relevant. Professional Development in Education. 10.1080/19415257.2020.1827010.
Farrell, T.S.C. (2019). Reflection-as-action in ELT. TESOL International publications.
Garcia, Emma & Weiss, Elaine. (2019). The teacher shortage is real, large and growing, and worse than we thought: The first report in "The Perfect Storm in the Teacher Labor Market" series.
Hargreaves, Eleanore & Elhawary, Dalia. (2018). Professional development through mutually respectful relationship: senior teachers’ learning against the backdrop of hierarchical relationships. Professional Development in Education. 45. 1-13. 10.1080/19415257.2018.1500390.
Heystek, J., & Emekako, R. (2020). Leadership and motivation for improved academic performance in schools in low socio-economic contexts. International Journal of Educational Management, 34, 1403-1415.
Hickey, D. T., & Zuiker, S. J. (2005). Engaged Participation: A Sociocultural Model of Motivation With Implications for Educational Assessment. Educational Assessment, 10(3), 277–305. https://doi.org/10.1207/s15326977ea1003_7
Ingersoll, Richard & Merrill, Elizabeth & Stuckey, Daniel & Collins, Gregory. (2018). Seven Trends: The Transformation of the Teaching Force.
Kennedy, M. (2016). How Does Professional Development Improve Teaching?. Review of Educational Research. 86. 10.3102/0034654315626800.
Ko, H.W., Chen, L. M., Lee, J. R., & Chen, K. M. (2019). Teaching and Learning International Survey (TALIS) 2018 Taiwan report: Elementary, junior high, & senior high educations, New Taipei City, Taiwan: National Academy for Educational Research.
Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron & David Osher. (2020). Implications for educational practice of the science of learning and development, Applied Developmental Science, 24(2), 97-140, DOI: 10.1080/10888691.2018.1537791.
Lutfiyana , A., & Sugito, S. (2019). Factors Influencing Teacher Professionalism Development on Secondary School. KnE Social Sciences, 3(17), 114–121. https://doi.org/10.18502/kss.v3i17.4630
May Britt Postholm & Mark Boylan. (2018). Teachers’ professional development in school: A review study, Cogent Education, 5(1), DOI:10.1080/2331186X.2018.1522781
Merriam, S.B. (2001). Qualitative research and case study application in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass
Murray, J., Kidd, W., McMahon, A. & Viswarajan, S.(2020) Teacher Educators and Expansive Learning in the Workplace and Beyond. Front. Educ. 5(84). doi: 10.3389/feduc.2020.00084
OECD. (2020). Innovating Teachers’ Professional Learning Through Digital Technologies. http://www.oecd.org/edu/workingpapers
Omar, Ruzana & Ab Rashid, Radzuwan. (2019). Challenges for Professional Development of Malaysian ESL Teachers. KnE Social Sciences. 10.18502/kss.v3i19.4897.
Pan, Hui-Ling & Chen, Chien-Han & Wiens, Peter. (2022). Teacher Professional Development and Practice of Project-Based Learning in Taiwan: The Moderating Effect of Self-Efficacy. Asia Pacific Journal of Education. 1-16. 10.1080/02188791.2022.2114423.
Patton, M.Q. (2002). Qualitative research and evaluation methods. 3rd Edition. Thousand Oaks: Sage Publications Inc.
Richards, Jack & Farrell, Thomas. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. 10.1017/CBO9780511667237.
Ryan, R. M. & Deci, E. L. (2017). Self-determination theory. Basic psychological needs in motivation, development and wellness. New York, NY: Guilford Press. Revue québécoise de psychologie. 38. 231. 10.7202/1041847ar.
Ye, Yan-Hong & Shih, Yi-Huang. (2020). Strategies for Improving Professional Development of Teachers in Primary and Secondary Schools in Taiwan after the Implementation of 12-Year Basic Education Curriculum. Universal Journal of Educational Research. 8. 7350-7358. 10.13189/ujer.2020.082519.
Yin, R.K. (2003). Case study research: Design and methods. 3rd Edition. Newbury Park: Sage Publications Inc.
Published
2023-06-01
How to Cite
KOK MING, Goh; MANSOR, Mahaliza.
A Case Study of The Implementation of Teacher Professional Development among Primary Teachers.
International Journal of Advanced Research in Education and Society, [S.l.], v. 5, n. 2, p. 1-15, june 2023.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/22541>. Date accessed: 25 sep. 2023.
Section
Articles
