Narratives of teacher professional learning in Indonesia

This research was a narrative study of the professional learning of workshop leaders, that is, senior teachers whose professional growth prepared them to share their learning with other teachers. Six participants in this study made up three cases. Case 1 included three workshop leaders in an IB-PYP school. Case 2 was two workshop leaders who were previous IB-PYP workshop leaders but then worked in two separate non-IB private schools. Case 3 was a non-IB workshop leader who taught in a private religious-affiliated school. All participants took ownership of their growth, which motivated them to share their learning with other teachers. Sharing what they had learned with others increased their professional development as well. In all three cases, professional learning was motivated by varied institutional support. In Case 1, the progressive pedagogy and professional development of the IB-PYP school supported these teachers’ professional learning. In Case 2, the two participants also were provided professional development opportunities within an IB-PYP school to become workshop leaders; after 4-5 years they moved to two different private elementary schools as a senior teacher and a principal; they continued offering workshops for teachers in non-IB schools. They were anxious to share the progressive best practices learned in their IB programs. In Case 3, the participant benefitted from reflective practices in his religious high school and he conducted extensive workshops, wrote for numerous newspapers, offered lectures at university, and published many books to share what he had learned. In all three cases, these workshop leaders learned a great deal that they then felt committed to share with other teachers. They all embodied an expression provided by the Case 3 teacher, namely nemo dat quod non habet (Latin), one cannot give what one does not have. Based on their own learning, all of these workshop leaders felt strongly motivated to help teachers in ways that would provide more progressive teaching and better learning for students. This study revealed three shared elements of these teachers’ professional learning, (a) their professional development occurred within sustainable support structures, (b) they took ownership of own growth, and (c) they engaged in cycles of growth and sharing, and reflection and action, that extended their development. This study also revealed different levels of engagement in critical thinking that has implications for Indonesian education more broadly.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2019

Author dc:creator

• Sudibyo, Leonardus Eko

Contributors dc:contributor

• Greene, Jennifer
• Parsons, Marilyn
• Herrera, Linda
• McCarthy, Cameron

• Narratives
• Teacher leader
• Workshop leader
• Teacher professional learning
• Critical thinking
• Education reform
• Indonesian education

Statement dc:rights

• Copyright 2018 Leonardus Sudibyo

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/102381

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/102381