Professional development program for physical education teachers in Indonesia

Mu'arifin Mu'arifin, Universitas Negeri Malang, Indonesia
Bagus Shandy Narmaditya, (Scopus ID: 57194286237) Universitas Negeri Malang; Universiti Kebangsaan Malaysia, Malaysia

 10.21831/cp.v41i3.49636

Abstract


Enhancing the quality of teachers has been a global challenge, and the government responded to this issue by providing various programs for teachers’ capacity upgrading This study aims at designing a professional development program for teachers of sports and health physical education in Indonesia. Using a research and development approach of Borg and Gall model, the study is to obtain comprehensive results and an understanding of the program. The preliminary findings indicate that the teachers face some obstacles in providing teaching and learning activities, although they have followed some coaching programs. The program development, therefore. proposed in this study consists of three primary documents: initiated program design, implementation guidelines, and evaluation prescription. Judgment by experts, principals, and teachers indicated that the program was proven valid, practical, and effective to be used as an assistance model for the professional development of sports and health physical education teachers in primary schools. The practical and managerial implications are also provided in this writing.

Keywords


professional; program; physical education; teacher

Full Text:

PDF

References


Adi, S., Soenyoto, T., & Sulaiman, S. (2018). The implementation of media in teaching and learning of physical, sports, and health education subjects. Journal of Physical Education and Sports, 7(1), 13-21. https://doi.org/10.15294/JPES.V7I1.19740.

Akhiruddin, M., & Aprizon, R. (2020, August). Motivation of students on the learning process of physical and sports education in public Junior High School 30 Padang. In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019) (pp. 245-247). Atlantis Press.

Alfrey, L., Cale, L., & A. Webb, L. (2012). Physical education teachers’ continuing professional development in health-related exercise. Physical Education and Sport Pedagogy, 17(5), 477-491.

Amin, S., Nasuka, N., & Rustiadi, T. (2021). Students' perceptions in the implementation of physical education sports and health at vocational school Kudus Regency. Journal of Physical Education and Sports, 10(4), 443-454. https://doi.org/10.15294/JPES.V10I4.48908.

Bakhtiar, S., & Famelia, R. (2017, December). Institute role of teachers' education in improving the standard of development achievement rate and standard of teacher and education personnel of early childhood education. In International Conference of Early Childhood Education (ICECE 2017) (pp. 83-86). Atlantis Press.

Borg, W. R., & Gall, M. D. (1989). Education Research. New York: Longman.

Brown, A. H., & Green, T. D. (2015). The essentials of instructional design: Connecting fundamental principles with process and practice. Routledge.

Burhanudin, M. (2017). The roles of principals in increasing education quality by developing teacher professionalism. Didaktika Religia, 5(1), 143-174. https://doi.org/10.30762/didaktika.v5i1.856.

Casey, A., Goodyear, V. A., & Armour, K. M. (2017). Rethinking the relationship between pedagogy, technology, and learning in health and physical education. Sport, Education, and Society, 22(2), 288-304.

Curran, T., & Standage, M. (2017). Psychological needs and the quality of student engagement in physical education: Teachers as key facilitators. Journal of teaching in physical education, 36(3), 262-276. https://doi.org/10.1123/jtpe.2017-0065.

Darling-Hammond, L. (2000). Teacher quality and student achievement: a review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–57.

Daryono, R. W., & Rochmadi, S. (2020). Development of learning module to improve competency achievement in the department of civil engineering education in Indonesia. Psychology, Evaluation, and Technology in Educational Research, 3(1), 34-43. https://doi.org/10.33292/petier.v3i1.54.

Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into practice, 56 (1), 3-12https://doi.org/10.1080/00405841.2016.1241947.

Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction. Columbus, Ohio: Person.

Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401-433. https://doi.org/10.3102%2F0034654317751918.

Garcia-Martinez, I., Fernandez-Batanero, J. M., Cobos Sanchiz, D., & Luque de La Rosa, A. (2019). Using mobile devices for improving learning outcomes and teachers’ professionalization. Sustainability, 11(24), 6917. https://doi.org/10.3390/su11246917.

Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. (2019). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944-963. https://doi.org/10.1080/09500693.2016.1265158.

Harjanto, I., Lie, A., Wihardini, D., Pryor, L., & Wilson, M. (2018). Community-based teacher professional development in remote areas in Indonesia. Journal of Education for teaching, 44(2), 212-231. https://doi.org/10.1080/02607476.2017.1415515.

Hasbay, D., & Altindag, E. (2018). Factors that affect the performance of teachers working in secondary-level education. Academy of Educational Leadership Journal, 22(1), 1-19. retrieved from https://www.abacademies.org.

Irmansyah, J., Lumintuarso, R., Sugiyanto, F. X., & Sukoco, P. (2020). Children’s social skills through traditional sports games in primary schools. Jurnal Cakrawala Pendidikan, 39(1), 39-53. https://doi.org/10.21831/cp.v39i1.28210.

Joyce, B., & Weil, M., (2015). Models of teaching. (9th ed.). Boston, MA: Pearson.

Kartal, E. E., Cobern, W. W., Dogan, N., Irez, S., Cakmakci, G., & Yalaki, Y. (2018). Improving science teachers’ nature of science views through an innovative continuing professional development program. International Journal of STEM Education, 5(1), 1-10. https://doi.org/10.1186/s40594-018-0125-4.

Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586-614. https://doi.org/10.1002/tea.21378.

Khan, A., Khan, S., Zia-Ul-Islam, S., & Khan, M. (2017). Communication skills of a teacher and its role in the development of the students' academic success. Journal of Education and Practice, 8(1), 18-21. Retrieved from https://files.eric.ed.gov/fulltext/EJ1131770.pdf.

Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), 973-986.

Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL: Effects on teacher ICT integration and student outcomes. Journal of Educational Computing Research, 55(2), 172-196. https://doi.org/10.1177%2F0735633116656848.

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588.

La Vine, M. E. & Bechtel, P. (2015). All for one and one for all: A collaborative approach to professional development. Journal of Physical Education and Sports Management, 2(1), 71-89. http://dx.doi.org/10.15640/jpesm.v2n1a5.

Leonard, H. S., & Marquardt, M. J. (2010). The evidence for the effectiveness of action learning. Action Learning, Research, and Practice, 2(7), 121-136. https://doi.org/10.1080/14767333.2010.488323.

Levine, T. H., & Marcus, A. S. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and teacher education, 26(3), 389-398. https://doi.org/10.1016/j.tate.2009.03.001.

Lofthouse, R., & Thomas, U. (2017). Concerning collaboration: teachers’ perspectives on working in partnerships to develop teaching practices. Professional Development in Education, 43(1), 36-56. https://doi.org/10.1080/19415257.2015.1053570.

Marshik, T., Ashton, P. T., & Algina, J. (2017). Teachers’ and students’ needs for autonomy, competence, and relatedness as predictors of students’ achievement. Social Psychology of Education, 20(1), 39-67. https://doi.org/10.1007/s11218-016-9360-z.

Moolenaar, N. M., Sleegers, P. J., & Daly, A. J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and teacher education, 28(2), 251-262. https://doi.org/10.1016/j.tate.2011.10.001.

Mu’arifin. (2011). “Refleksi kompetensi guru pendidikan jasmani dalam kegiatan PLPG di Universitas Negeri Malang”. Makalah disampaikan pada forum KKG/MGMP Kabupaten Malang: Lokakarya Peningkatan Kompetensi Guru PJOK, Malang, tanggal 13 s.d. 15 September 2011.

Ozgenel, M., & Mert, P. (2019). The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10), 417-434.

O’Sullivan, M., & Parker, M. (2018). Physical education teacher education in a global policy space. Curriculum Studies in Health and Physical Education, 9(1), 2-6.

Quennerstedt, M. (2019). Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport, Education, and Society, 24(6), 611-623. https://doi.org/10.1080/13573322.2019.1574731.

Sgro, F., Quinto, A., Platania, F., & Lipoma, M. (2019). Assessing the impact of a physical education project based on a games approach on the actual motor competence of primary school children. Journal of Physical Education and Sport, 19, 781-786. https://doi.org/10.7752/jpes.2019.s3111.

Susanto, E., Sukoco, P., & Suharjana, S. (2020). The squares model: Does it have an impact on improving personal and social responsibility? Jurnal Cakrawala Pendidikan, 39(3), 597-608. https://doi.org/10.21831/cp.v39i3.30385.

Stepanchenko, N. I., & Briskin, Y. A. (2019). Dispositional factors of personality professional development of the future teachers of physical education and sport. Physical education of students, 23(4), 202-208. https://doi.org/10.15561/20755279.2019.0407.

Wang, N., Rahman, M. N. B. A., & Daud, M. A. K. B. M. (2020). Diversified talent cultivation mechanism of early childhood physical education under the full-practice concept–oriented by preschooler mental health and intelligent teaching. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.593063.

Yoon, K., & Armour, K. M. (2017). Mapping physical education teachers’ professional learning and impacts on pupil learning in a community of practice in South Korea. Physical Education and Sport Pedagogy, 22(4), 427-444.

Zhang, S., Liu, Q., & Wang, Q. (2017). A study of peer coaching in teachers’ online professional learning communities. Universal Access in the Information Society, 16(2), 337-347. https://doi.org/10.1007/s10209-016-0461-4.

Zhang, T., Wang, Y., Yli-Piipari, S., & Chen, A. (2021). Power of the curriculum: Content, context, and learning in physical education. Research Quarterly for Exercise and Sport, 92(4), 689-700. https://doi.org/10.1080/02701367.2020.1768202.




DOI: https://doi.org/10.21831/cp.v41i3.49636

Refbacks

  • There are currently no refbacks.


Bookmark and Share


 

Social Media:

     

 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web analytics
View Our Stats