Syahria, Nukmatus (2022) Supporting teacher educators’ research and publication competence through online professional learning community / Nukmatus Syahria</p>. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
SUMMARY Syahria Nukmatus. 2022. Supporting Teacher Educators Research and Publication Competence through Online Professional Learning Community. Dissertation Doctoral Degree Program in English Language Teaching Faculty of Letters Universitas Negeri Malang. Advisors (1) Prof. Dr. Nur Mukminatien M.Pd (2) Dr. Niamika El Khoiri M.A (3) Dr. Sintha Tresnadewi M.Pd Keywords online Professional Learning Community teacher educators collaborative research Teacher Professional Development The objective of this study was to investigate Indonesian teacher educators rsquo experiences in their involvements on online PLCs aiming to improve their research repertoire and publication skills. In the attempt to address the high demand for the advancement of teachers rsquo quality in the education system Teacher Professional Development (TPD) has been progressively received much attention in all educational reforms. Wei Andree and Darling-Hammond (2009 p. 28) stated that to invest in teacher learning all nations are trying to find a way out in a bid to refine their education systems as a benchmark for academic success. The quality of the students rsquo outcome depends the most on the teachers rsquo quality (Wood 2007 Hord 2009) Teachers are demanded to invest in their teaching strategies and teaching techniques as well as to improve their teaching and learning activities by doing research. Research and publications are pivotal parts of teacher educators rsquo professional development. Research is viewed as a tool to gain professional development (Healey 2010) to develop their teacher education practice (Cao et al. 2021) and to expand their way of knowing and thinking (Borg 2010) as well as to progress the curricula (Furlong et al. 2014). Furthermore Van Der Klink et al. 2017 point out any form of research activity is advantageous for the professional development of teacher educators. In an effort to boost the teacher educators rsquo research and publication competence they can get involved in a professional learning community (PLC). PLC refers to a group of people having the same commitments to participate in collaborative work through a continuous process of shared inquiry and knowledge to optimize certain outcomes (Wenger et al. 2002 p. 4). Generally typical conventional of PLC activities are in a form of one-time seminars short courses or workshop training (usually last for one-day or 7- 30 days of training) which is administered in a cascade manner (Rahman 2021). Education institutions or universities are likely to invest much money to send their lecturers to attend seminars short courses and workshop training so that they can develop well in their professionalism in teaching and in research. However those types of conventional PLC do not give much impact to boost the teacher educators rsquo professionalism (Farrel 2015). In order to ameliorate teachers rsquo quality it is necessary to evaluate the quality of the conventional PLC and to pay more attention on its weaknesses and strengths (Dehdary 2017). Sari (2012) described that conventional PLC requested a school to send an individual or several teacher representatives to take part on seminar or courses that is usually held in a big city. This may need much cost and much time whereby the teacher may have high workloads or family matters. Moreover the conventional model of PLC usually provides limited practices for teachers during the workshop as well as provides limited feedback especially on the results of their trainings. Online PLC can be one of the alternatives to tackle the weaknesses of conventional PLC. Online PLCs activities around the world had shown to give positive contributions on teachers rsquo affective and cognitive aspects their pedagogical knowledge and skills as well as to broaden their network. However there is a dearth study regarding PLC in developing country and the study related to online PLC practices on teacher educators rsquo professional development in research and publications is still underexplored. Six teacher educators were involved in this narrative case-study. In-depth interview observation and participants rsquo artifacts were used to collect the data. Based on thematic analysis it emerged three main themes namely teacher educators view of online PLCs online PLCs for professional development in research and publications and factors determine success in research and publications. The study found that the participants favored online PLCs because they help overcome time and place constrain for participating in professional development. The activities in online PLCs help to improve participants rsquo teaching quality provide teaching innovation by employing technology in teaching and help to find solutions emerged during teaching. Online PLCs activities also facilitated the participants rsquo knowledge in research and publication competencies by providing real practice in research and publication in international high indexed journal in the form of ldquo Sayembara rdquo . There were several suggestions in this study. First as the concept of PLC is varied covering community of practice and professional learning network therefore the key terms need to be obviously defined so that the PLCs members activities and experiences can be appropriately evaluated. Second based on the need to improve the research skills and publications for teacher professional development the educators (teachers or teacher educators) can utilize online PLCs as a mean to facilitate their research and publication competencies as they provide real practice in research and publications and widen the network. However the educators should be aware to choose the online PLCs so that they can get benefits on it. Furthermore university and institutional leaders are expected to be able to improve the learning atmosphere for teacher educators in institutions/universities by applying this PLC concept. Finally considering the lack existence of PLCs that can contribute to the educators rsquo research and publication competence this study should encourage the stakeholders rsquo initiatives (government university/institutional leader) to establish formal and informal online PLCs in Indonesia which can widen the opportunity for educators to develop more in research and publications. Further research is recommended to measure the impact of online formal and informal PLC especially for educators rsquo professional development in research and publication.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Matematika (MAT) > S3 Pendidikan Matematika |
| Depositing User: | library UM |
| Date Deposited: | 05 Mar 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/349340 |
Actions (login required)
 |
View Item |
