ABSTRACT

The research examines Indonesian vocational high school teachers’ perceptions of continuing professional development (CPD) in the context of changing policies regarding teacher CPD. Bronfenbrenner’s bioecological model is used as the conceptual framework. Six accounting teachers interviewed understood CPD as an activity for teachers’ improvement, but in different ways. They perceived CPD as teacher performance assessment and government regulation (exosystem), personal development activities (individual), and some considered religious values when they described CPD. These teachers regarded their profession as a devotion to God and CPD as part of their duty and responsibility as obedient persons (interactional factors between individual and macrosystem). Civil servant teachers participated in more structured CPD compared with their non-civil servant peers as CPD activities are more closely related to promotion. Teachers showed they have interest and capacity to further develop their CPD but need support to develop their professionalism through microsystem and exosystem factors.

摘要

该研究调查了印度尼西亚职业高中教师在教师 CPD 政策不断变化的背景下对持续专业发展 (CPD) 的看法。Bronfenbrenner 的生物生态模型被用作概念框架。六位受访的会计教师将 CPD 理解为一种提高教师水平的活动，但方式不同。当他们描述 CPD 时，他们将 CPD 视为教师绩效评估和政府监管（外系统）、个人发展活动（个人）以及一些考虑的宗​​教价值观。这些教师将他们的职业视为对上帝和CPD的奉献，作为他们作为顺从者（个体与宏观系统之间的相互作用因素）的职责和责任的一部分。与非公务员同龄人相比，公务员教师参与的 CPD 更有条理，因为 CPD 活动与晋升更密切相关。教师表现出他们有兴趣和能力进一步发展他们的 CPD，但需要支持通过微观系统和外系统因素发展他们的专业精神。