Continuing Professional Development (CPD) Program for English Teachers- Professional Competence in Secondary Subject Teachers- Forum of Serang Regency
Azkiyyatus Syariifah, Yudi Juniardi, Syafrizal
University of Sultan Ageng Tirtayasa
Abstract
Professional teachers are expected to be able to participate in national development. Teachers as learners must always carry out self-development activities. It means that self-development is done not for the government, not for principals, and also not for the education office but practically every educator is a learner. Thus, teachers are expected to conduct professional development during their career based on their roles and responsibilities. The latest professional development program that has been established is the Continuing Professional Development (CPD) program. The purpose of the study is to analyse the impacts of CPD on Junior High School English Teachers Competence. Further, it detects the obstacles faced by Junior High School English Teachers when implementing this program. In doing so, this study involved the participants of the English Secondary Subject Teachers- Forum of Serang Regency. This study is a qualitative study and the data have been gathered by conducting observation, interview and documentation. The results indicated that the CPD program actually is a good program and intend to be useful. The participants were facilitated by tutor to evaluate and give feedback. They also got modules to improve their competence in teaching. However, some teachers think that what they got from the CPD is not appropriate to be implemented in the classroom.
Keywords: CPD, Learning Teachers, Professional Development, Teachers- Competence
Topic: Education and Social Change