An Essay of a Weekly Report Presentation on November 26th, 2015

WEEKLY REPORT PRESENTATION

An Essay of a Weekly Report Presentation on November 26^th, 2015

Submitted as the Requirement to Fulfilled an Assignment of

English as Foreign Language Methodology Course

Under the Direction of Prof. Dr. Hj. Nenden Sri Lengkanawati, M. Pd

 Written by:

Rezki Firdaus

1407335

 

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2015

This written is a weekly report presentation about Continuing Your Teacher Education material in Brown’s book in 2001 pages 426-448, Reflective Thinking Through Journal Writing material in Richards’s book in 1998 pages 153-170, and Online Teacher Professional Development material in Dede’s book in 2006 pages 175-198 another related books and related journals. It was written to fulfil the EFL Methodology assessment. In writing this weekly report presentation on November 26^th, 2015, the writer would recall all of the third reading report presentation, question – answer, and give some comment as part of it. This weekly report presentation presented by Firdha Zainu Syarifah as the first presenter, Ghea Kyat Priyanka as the second presenter, and Fitri Apriyanti Mubarak as the last presenter.

1.    Summary of the Presentation

a.    First Presenter (Firdha Zainu Syarifah); Continuing Your Teacher Education

As the first presenter of presentation, Syarifah give an introduction of her presentation before he going to give the outline of her presentation. The outline of her presentation are peak performers, the “good” language teacher, classroom observation, classroom research, teacher collaboration: learning from each other, critical pedagogy, and agents for change.

As a teacher there are three challenges in teaching English as Foreign language, especially in Indonesia; first, classroom interaction. Classroom interaction here means the interaction between teacher and students should become a positive atmosphere and impact to the students in a class. Second, teaching technique. Teacher should aware of their teaching technique for a student. Because, every student has a different level of knowledge and capacity to catch up the information from the students. And the last, assessment. Consistency and patience are required for a teacher in assessing students. It will effect for a student’s developmental.

As a teacher we have to major our professional goal. Teacher should have a knowledge of language learning and language teaching skills. The analytical skills for assessing different contexts and classroom condition. An awareness of alternative teaching techniques. As a teacher we also need the confidence and skills to alter our teaching techniques in classroom activities. And the last, attitude of flexibility and receive the changes.

Peak performance. “Are you doing the best you can do? Or are you satisfied with getting by?” This question will reflect to the efforts that teacher have given in teaching their students. Full act in performing will affected to reach the success in our teaching. To reach that successful in teaching. We have to follow the rules to be peak performers;

•       Set realistic goals: Teachers have to set realistic goals that can be started by knowing their own limitations, strengths, weaknesses, feelings, and needs.

•       Set priorities: separating which one is the most important, least important, and everything in between.

•       Take risks: Peak performers are not afraid to try new things.

•       Practice principles of stress management: Managing the potential stress factors is important to keep the teachers fresh, creative, and happy.

The “good” language teacher. Becoming a “good” language teacher is not an easy way. As a teacher we have to consider the goals and priorities. We also have to made an alternative way in teaching if the first ways were fail. This is a way become a “good” language learner; competent preparation leading to a degree in TESL, a love of the English language, critical thinking, the persistent urge to upgrade yourself, self-subordination, readiness to go extra miles, cultural adaptability, professional citizenship, a feeling of excitement about one’s work.

Classroom observation. The classroom observation means us to make a self-observation and peer observation. By doing the classroom observation it purposes to growth a teacher become more professional. This perception become necessary while in training. Being observed by teachers’ colleagues is beneficial since they may give different perspective about the strengths and weaknesses of teachers’ teaching which will result in gaining new ideas and sharpening the teachers’ skills.

While for self-observation, this activity is not only a matter of monitoring teachers’ teaching by their own, but it requires discipline and perseverance. According to Gebhard (2009), self-observation will explore our teaching such as teach while collecting sample of teaching, analyze interaction, reflection and interpretation and the last cycles is generating changes.

Classroom research. Teachers are encouraged to do research since they know what happens in the classroom and they deal directly with the students. However, in teaching, it actually involves informal research when teachers try out some techniques to see if there is improvement on students’ certain skills. How to start the effective action research: first, covert the ‘ideas’ into specific questions? Then, define the question to the related research. After that, determine how to answer question. After passing all the previous steps, the last was interpret the result.

Teacher collaboration: learning from each other. There are some ways to make a collaboration in learning activities, i.e. peer coaching, team teaching, action research, collaborative curriculum development and revision, teacher support group and the last the virtual community. Peer coaching means as systematic process of collaboration in which one teacher observes and gives feedback to another teacher, usually with some form of reciprocity. The goal of peer coaching is to enhance teaching for both parties. During the process of peer coaching, it requires clear observation criteria which are used to observe peer’s teaching development, then it involves reciprocal, focuses, non-evaluative classroom observation and constructive feedback on those observations.

Team teaching. There are three common types of team teaching: a) two teachers present at the same time throughout a class period and share responsibility, b) two teachers take different halves of a class period. While a teacher performs, another teacher does not present to his/her colleague’s class, and c) two or more teachers teach in different periods to the same group of learners, but collaborate closely in carrying out and modifying curricular plans.

Action research. Action research is the investigation which is initiated by teachers in order to give the understanding of classroom teaching and learning. At least four phases are involved in classroom research, which are: planning, acting, observing, and reflecting (Richard & Lockhart, 2007). While, Alwasilah (2010) adds changing as the last cycle in action research which leads the teachers give modification for the following cycle.

Collaborative curriculum development and revision. According to Brown (2001) the process of curriculum development and revision requires collaborative effort that teachers involve in. However, teachers discourage to do so since they prefer to turning over the research to the experts. Holding ongoing creative dialogue between teachers and among teachers, and those that are assigned to compile curricula will create dynamic and growing language program.

Teacher support group. Teacher collaboration involves different levels, such as local level. Having this group is not only to talk about teachers’ teaching but also informal agenda to give empathetic supports among teachers.

The virtual community. The idea of virtual community is the same like teacher support group in which the teachers can share their experiences and ideas. This virtual community is done through online communication which makes it possible that teachers around the world join this community.

Critical pedagogy. Critical pedagogy gives teachers awareness that their students have to be themselves, to think for themselves, to behave intellectually without being forced by powerful elite (Brown, 2001, p. 443). By promoting critical pedagogy; allowing students to express themselves openly, respecting students’ point of view, encouraging many sides of an issue (open minded), letting students to have their own opinion. It means students are not suggested to accept thinks about what happens in their society.

Agent for change. Language teachers have more roles instead of only being the “teachers.” There is a room for teachers as the agent of change by encouraging people to communicate with each other to negotiate meaning, spread peace, and goodwill (Brown, 2001). teachers should promote moral value to the students. Thus, teachers not only have to be skillful/ expert in their teaching expertise, but also have moral purposes that are integrated into teachers’ teaching.

Related research. The first research is about peer observation. This study intends to find out administrators and teachers' perception towards adopting peer observation to promote lecturers' performance and ensure quality of teaching (Ali, 2012). The finding shows that the lecturers respond positively towards peer observation since it can improve the lecturers’ basic skills and enhance their experience and profession. Even though the lectures have positive attitude towards peer observation, they feel object when they are observed by their peers.

The second research is related to critical pedagogy. The purpose of the research is to find out to what extent critical pedagogy is employed in the classroom by the teachers (Noroozisiam & Soozandehfar, 2011). The teachers were also interviewed in order to find out how they define their roles as teachers. It is found that not all of teachers teach critical pedagogy since they think it is not stated in curriculum. While some other stated that their students enjoy discussing current issue in the classroom. Then, how teachers define their roles, six from ten teachers (most of teachers) define themselves as knowledge provider, while the rests are: as a guide, perfect model of language, as an activator of learning process.

The last research is about action research that was conducted to seventh grade students in Thailand by employing CLT (Kimhachandra, I, 2010). It took four cycles in employing this research which was started by introducing basic grammar in the first cycle. I        n the following cycle, students got different topic for their learning. Various activities given to the students, namely: pair-chatting, working group, role playing, playing games and singing a song. Other aspects which were developed are: students’ motivation, and rapport. The result shows that CLT could give better atmosphere towards students’ learning and build students’ confidence. Thus, students have positive attitude towards CLT that was conducted in action research.

Critical analysis. Teachers face many challenges related to their profession. Harmer (2007) argues that teachers have to know the current issues in teaching in order not to apply the same old methods in teaching their students. Teachers should upgrade their own teaching and collaborate with other teachers.

Conclusion. To be professional teachers takes lifelong learning. It has to be started from the teachers’ willingness. The way to achieve professional growth can be done by several ways: self-observation, classroom research, peer collaboration, and so on. Then, teachers have another responsibility which are promoting critical thinking and as being agent for change.

b.   Second Presenter (Ghea Kyat Priyanka); Reflective Thinking Through Journal Writing

Priyanka was the second presenter for todays activities. She point out of her presentation. the outline of her presentation was Reflective Thinking, Reflective Thinking and Journal Writing, Advantages and Disadvantages, Journal Guidelines, Related Research, Critical Analysis and Conclusion.

What kind of teacher to become? What strategies and techniques that best suit the students? What to teach? These question always started in the process of teaching. Furthermore, teachers have to be well-qualified if the learning goals are to be achieved. Well-qualified teacher are those who have reflective thinking in their teaching.

Reflective thinking. John Dewey divide the reflective thinking into two kinds. First, Routine action. Routine action is the bahaviour that is guided by impulse, tradition , and authority. It means if Unreflective teachers will accept everyday reality in their school and environment and focus their goals in achieving an end to the problems defined for them by others. They tend to lose the sight of the fact that their everyday reality is just one of many possible alternatives. In reverse, reflective action according to Dewey is “behavior which involves active, persistent, and careful consideration of any belief or practice in the light of the grounds that support it and the further consequences to which it leads”.

Prerequisites for beiing reflective teacher. There are three prerequisites for being a reflective teacher. First, open-mindedness. It means teacher have an active desire to listen to more sides than one, always give attention to alternate possibilities. By having open-mindedness attitude, teachers will always put their best effort to keep improving themselves for the betterment of the practice of their teaching. Second, Reponsibility. It involves careful consideration to which an action leads. Responsible teacher will ask themselves why they do or what they do in the classroom. Teachers who are responsible, thus, will never do any single thing in the classroom without a clear purpose. Third, wholeheartedness. It refers to the fact that open-mindedness and responsibility must be central components in the life of reflective teachers. They have to implies that prospective teachers who are reflective must take active control over their education as teachers.

Reflection. According to Schon (1983), there are two types of reflections that a teacher can do. Those are reflection in-action and reflection on-action. Reflection in-action define the first simply as reflecting while you are doing it and the latter as reflecting after you have done it. When delivering the learning you have so carefully planned and prepared, you need to be constantly aware and monitoring the session as it develops. Reflection on-action when you reflect on, analyze, and evaluate the learning and teaching after the session is completed.

How does reflection take place? Richards (2013) proposed three stages of reflection to take place. 1) the event itself. The starting point is an actual teaching episode, such as a lesson or other instructional event. The focus of critical reflection is usually the teacher’s own teaching. Furthermore, self-reflection can also be stimulated by observation of another person’s teaching. 2) Recollection of events. The next stage is an account of what happened, without any explanation or evaluation. Several different procedures are available during the recollection phase, including written descriptions of an event, a video, or audio recording of an event, or the use of check lists or coding system to capture details of the event. 3) Review and response to the event. Following a focus on objective description of the event, the participant returns to the event and reviews it. The event is now processed at a deeper level and questions are asked about the experience.

Modes of reflective thinking. Van Manen in Taggart and Wilson (2005) proposes three modes of level: First, Technical. Technical simply categorize as reaction. Outcomes involve appropriate selection and implementation of lessons to achieve objectives. Second, Contextual. level of reflection involves reflections regarding clarification of and elaboration on underlying assumptions and predispositions of classroom practices as well as consequences of strategy used. Outcomes for practitioners reflecting and may be understanding concepts, contexts, and theoretical bases for classroom practices, then defending those practices and articulating their relevance to students’ growth. Third, Dialectical. It deals with the questioning of moral and ethical issues related directly and indirectly to teaching practices. Outcomes at the dialectical level deals with critical examination of underlying assumptions, norms, and rules; practicing introspection, open-mindedness, and intellectual responsibility.

Reflective thinking and journal writing. Journal is one of the media that can be used to develop teachers’ reflective thinking. According to (Richards and Lockhart, 2007) journal is “teacher’s or students teacher’s written response to teaching an events”. The purposes of relective thinking and journal writing is Events and ideas are recorded for the purpose of later reflection, and (2). The process of writing itself helps triggering insights about teaching.

An example of journal taken from (Richards and Lockhart, 2007). “Today I gave my class a reading activity which focused on skimming. I gave them an article to read called “Study Paints Grim Picture” and asked them to skim through the article to identify the social problems mentioned. After a few minutes, I checked the answers and asked the students to number the paragraphs. They had to find the paragraphs which contain information on each of the social problems. Then I checked the answers and explained some difficult vocabulary. Then I gave one handout which contained five paragraphs and another handout which contained five headlines. Students had to match them.

Afterthoughts: Timing again was a problem. I originally planned to check the answers of the matching exercise, but there was no time. Less time should have been spent on explaining expressions as it defeated the objective of my lesson- skimming. I should have allocated a specific amount of time to practice skimming. I should have opened the lesson with a discussion of social problems so that students could compare their answers with what they found in the article.”

There is an advantages and disadvantages by doing journal writing. Advantages of writing journal are; Documentation: Reflective writing creates a record which you can use in later reflections and inquiries. Versatility: Reflective writing enables you to adopt different approaches to teaching concerns- it is up to you what they are. Analysis: Reflective writing can help you see connections and differences in your teaching. Self-/ collaborative study: Because reflective writing is a flexible tool, you can use it for self-study or collaborative learning. A lifelong professional resource: Reflective writing has the potential to be a lifelong, flexible professional support.

However, journal writing is also has disadvantages as follows; Keeping a journal is time consuming. The activity is artificial, unless you are a regular journal writer and enjoy this form of communicating with yourself. Comments are unfocused. It is initially interesting, but ultimately tedious activity. Journals are difficult to analyze and interpret.

As researcher Jack Richards and Charles Lockhart developed the journal guidelines. They are Media, The Audience, Review the journal, How to Reflect and Posing some questions. Media, we will need a ring binder and writing paper. This way, sections of your journal can be removed when needed. Alternatively, you may wish to write on a word processor. Write on one side of the page only. Use A4 paper. Write neatly. The audience for your writing is: yourself, a fellow course member, your instructors. We should locate a fellow course member in your tutorial group and both of you will read each other’s journals regularly, and provide commentary. This commentary will consist of responses to the questions you posed at the end of your entries (see 6 below), or anything else your reader wishes to say. Review your entries once every two or three weeks. How to reflect. Reflect about a lesson at least twice a week. Put aside five to ten minutes after a lesson you have taught and write your impressions of the lesson. Use the reflection questions (such as described previously) to guide you, but do not try to answer all of them. You may also write about other aspects of the lesson if you wish. After each journal entry, pose two or three questions about what you have written. When your journal reading partner reads your journal entry, he or she will respond to these questions.

Related research. First, conducted by Choy and Oo (2012) attempted to show a link between reflective thinking and its ability to stimulate critical thinking. The result came up that most of the teachers did not reflect deeply on their teaching practices.

Second, research were done by Fat’hi and Behzadpour (2011) were attempting to give response to the shift of attention and orientation in ELT and teacher education which is headed to positivistic view. It is revealed in their paper that reflective teaching has its own drawbacks and deficiencies.

And the last is Watson (2011) was aimed at exploring the possibility of introducing the reflective journal into the teaching of academic writing. The results of the study support other research into the benefits of reflective journaling since the data indicated an overall improvement in students’ conceptualization of expository method.

Critical Analysis. In becoming a good teacher, one should consider many aspects such as having good skills and knowledge in teaching, being able to maintain good rapport with others, and comprehending his/ tasks well. the term “reflection” refers to behavior which involves active, persistent, and careful consideration of any belief or practice in the light of the grounds that support it and the further consequences to which it leads. Journal here is teachers’ or student teachers’ writing consisting activities, methods, techniques, materials used, and anything happened during the learning process. Journal is used as a “mirror” where teachers can take a look at their way of teaching for their own improvement.

Conclusion. Teachers need to be reflective in teaching to create better learning for their students. There are many ways in achieving this and journal writing belongs to one of it. By writing journal concerning the activities conducted in the classroom and their beliefs in teaching, teachers have put their attempt in becoming a reflective teacher. A classroom with a reflective teacher is going to easily fulfill the goals of learning.

c.    Third Presenter (Fitri Apriyanti Mubarak); Online Teacher Professional Development

Fitri was the last presenter. She give the outline of her presentation. The outline are online professional development program for teachers, related research and critical analysis.

Teacher and professional development. Professional development is the only way that can ensure educators to keep maintaining high quality of teaching and learning as a means of providing best educational practices. the core aim of teachers’ professional development is to achieve what so called as ‘the desired’ educational environment.

Accroding to (Mizell, 2010) state that teachers’ professional development itself refers to educational experiences that are related to educators’ work and the strategy to continuously strengthening their practice throughout their career. Then, there is no doubt that professional development is a lifelong process as teaching involves wide range of skills. And the skill themselves required to be sharpen from time to time if educators are to be effective in doing their role as teachers.

Professional development program. There are three categories of teacher development program. Those categories are: face to face teachers professional development program, Online teachers professional development program and Hybrid program. Face to face teachers professional development program, usually uses the conventional approach in which it mainly provides day to day professional mentoring. The presence of the mentor and the learners in a same place at a same time is the main characteristic of this program. The other characteristic of this program is that the schedules as well as the content of materials to be discussed have usually been determined beforehand by the mentors. Moreover, the materials given also tend to be matched with the curriculum and the standard that are stipulated by the Ministry of Education in which the program is held. The time allotment for the program itself could vary which will finally depend on the needs and the goals of the program. Online teachers professional development program, online development program is considered as a program that focuses on delivering instructions and learning activities completely through electronic media. It means that at this stage the learners are assumed to have greater flexibility in choosing the content material as well as the time to conduct the learning activity. Hybrid program, The hybrid program is a program that uses a combination between face to face and online media in a process of training itself. Usually, the use of online media in Hybrid Program is as an additional resource or as an extra class. As choices of programs are available, then teachers have to be selective in choosing which program that is considered most suitable to their needs.

Advantages and disadvantages of face to face professional development program. The advantages is rely mainly on the program’s ability of providing intensive mentoring and controlling the engagement of the learners. That particular condition may happen since the learners have greater opportunities to directly interact with their mentor. The disadvantages is mainly rely on the aspect of practical and financial issue. The less practicality of face to face program happens since it requires face to face meeting. This condition leads to an increase travel requirement of the learners or the teachers themselves. The other practicality issue of this program is that it tends to be conducted in certain amount of time which means that the learners will have to make adjustments to their busy schedule as well as meet the schedule of other learners. The financial issue relies in the increase of expense both for travel expense and the expense in administering the program.

Advantages and disadvantages of Online professional development program. The advantages is can provide an ease access and affordability. An ease access means that online program can meet the teachers’ busy schedule as teachers can learn or develop their professionalism anytime and everywhere. In the other words, it allows the teachers to work or learn at their own pace. Online program also breaks down cross-border tertiary education. The disadvantages is rely on instructional quality and learners’ engagement. Instructional quality means that the teachers may not have an intense interaction with their mentor along the process of developing their professionalism itself. Therefore, the experts’ experience and insight may not properly pronounce. The learners’ engagement to the program also cannot be fully controlled as they can learn whenever they want.

The cycle of online professional development program from (Duffy et.al, in Dede 2006). The cycle of the online development program usually begins with the emerging of needs of the teachers or educators to improve their professionalism. At this stage teacher will recognize problems or competencies that need to be improved. After recognizing the problems, teachers could then find and enroll the most suitable online professional development course sites that are available. In online development program there are usually series of courses and materials that are offered. Teachers could then choose the course and material that suit their problems.

The next process is conducting the learning activities. At this stage, usually the online program will offer mentoring. Then, the selected mentor or expert teacher will begin to guide the learners in bridging their knowledge to solve the problem that they have. The final result of the learning process usually is in a form of making lesson plan or activity to counteract the problem that teachers have. Again, scaffolding from the mentor can be given in order to evaluate the final result of the learning activities. Teachers could then apply the lesson plan in their own work place. And finally teachers can make self-evaluation both on their selves and for the program so that it can be used as a reference in improving the program and the teachers themselves.

Online learning architechture. Duffy et.al (in Dede, 2006) state that there are actually several principles that can be used for either those who are interested in designing an online professional development program or for the teachers in choosing the most suitable online professional development program. Those principles are: 1) Relevant ot the learner, the relevancy of the program here means that the designer has to ensure that the materials and activities in the program are relevant to the learners (more specifically the teachers). Therefore, the learning activities are usually situated in teachers’ teaching problem. As teachers may have different teaching problems, thus, a good online professional development program ideally has to provide choices of courses and materials in order to ensure that teachers can find the material which is relevant to their teaching problem. 2) Create a theoretically and pedagogically sound learning environment, scaffolding through mentoring means that there is supposed to be a mentor or expert teacher that regularly guides the learners to link their conceptual understanding to the practical application. While scaffolding through providing a rich of resource means that the program should provide link of resources that the teachers can use while they are learning. 3) Provide professional learning opportunities that offer ease of access and flexibility, as online development program tends to be chosen for practical issue, then it is obvious that the program is expected to provide short and focused course. the program is also expected to allow the teachers to work at their-own-pace (learn anytime, everywhere). 4) Design a model of online professional learning that is scalable and sustainable. The financial problem usually arises from the design and delivery instruction. Thus, mentoring should be efficient. Yet, the quality of learning still has to be maintained appropriately. Providing external resources as primary content is also paramount.

Relevant issues in online development program. Did the online course impact teaching practice? It is expected that the learners will use the lesson project or any knowledge that they gain from the professional development program. In the other words, there are strong expectations that the result of the learning, whether it is in a form of lesson plan or classroom activity plan, would be applied. How did the learners learn? At this stage, the teachers can be classified into several categories based on the click stream of the time (how long they stay learning particular material) and location (where the teachers went to) that they make. Those categories are: Mastery Oriented. Mastery oriented is referred to the learners (teachers) who have active and serious approach to their online work. Mastery oriented learners usually spent large amount of time in learning certain materials. They also tend to explore the other materials and courses rather than progress through one material or course linearly. Task-focused oriented. Task focused oriented is referred to the learners (teachers) who view the course as a task to be completed and they work efficiently. Unlike the mastery oriented learners who like to explore other materials provided in the course, task-focused oriented learners only focus on the material that they follow. Minimalist Group. Minimalist group refers to the learners who spent the least amount of time online and their click stream data did not suggest a learning orientation.

Related research. First, conducted by Mwalongo A. (2011), Technologies are used in a wide range of pedagogical area such as teaching, professional development, administration and personal use. The use of ICT for teaching, for example, includes preparation of notes, teaching-learning materials, examinations and searching materials with students. At this stage ICT is proven to be able to help teachers to clarify difficult concepts and make learners active during the teaching and learning process. In addition, the use of ITC in teachers’ professional development mainly includes self-study and accessing material or information about teachers’ professional domain competencies. The use of ICT such as internet or online media has been proven to be able to increase teachers’ confidence in their areas of specialization.

Next, Levenberg & Avner (2010), Formal and Online professional development. Formal learning environment was higher than in informal learning environments. It indicates that most of the teachers tend to feel much more comfortable to learn in formal situation rather than in informal situation. Second, communicated online reported higher perceived learning than teachers who communicated face-to-face. Thus it can be concluded that mostly teachers prefer formal environment and online media to develop their professionalism.

And the last, Azman, Ya’acob & Thang (2010), collaboration via blogs contribute to teachers’ professional development. Specifically, teacher collaboration via blogs can expose teachers to skills that are critical for computer-assisted teaching and help them to enhance and add their existing competences.

Critical analysis. Professional development is critical. It is true that professional development is a critical process as through this process that teachers can actually reflect on, create and evaluate learning environment that best serve need of the learners. Choose professional development wisely. If teachers are to be involved in training program, then they could choose whether they would like to be involved in face-to-face training program or online professional development program. It seems that both of the programs have their own advantages and disadvantages. Therefore, they are not to be contrasted but they have to be valued as complementary to each other. Regulate the commitment in professional development. Commitment in allocating and regulating; time, mental, motivation and strategy needed during the long process of professional development. If it can be fulfilled, then ‘the desired’ educational environment can genuinely be achieved successfully.

2.    Question and answer

1)   Could you give us more explanation about self-subordination to what extend should good way?

Answered: we have to depend our self in development. If we want to develop our capacity, it is not because of other reason. In teaching it is not only about delivering the material we teach but also how the students can have implemented in their daily life.

2)   Online program in Indonesia?

Answered: Online professional development in Indonesia haven’t done yet. It also not in line with our current curriculum. It depends on teacher need or capacity.

3)   What are the Online program example?

Answered: UPI have Online program, but did not quite along with. Because, the media such as internet connection (Wi-Fi) low use for the university students.

3.    Comment

An experienced teacher who have taught for the long time will not be enough without upgrading themselves in their teaching. Teachers can achieve their professional growth or professional expertise by doing classroom observation that can be done individually or collaboratively. The result of course to make teachers become the better ones as they gain new ideas, sharpen their own skills, and stay on the cutting edge. Teachers still neglect their professional development since they perceive the activities done are only required in their training. This perception has to be changed since teachers’ professionalism is closely related with the students’ achievement. Self-reflection is the first step before they make change into the teachers’ following teaching. Thus, professional teachers are those who reflect to their own teaching and make change for their better teaching. Another important point in this chapter is “collaboration.” This term is powerful since challenges that teachers faced could not be borne by themselves, teachers need place where they can share idea and give input for teaching.

It is crystal clear that journal writing is beneficial in improving teachers’ reflective thinking. Despite its disadvantages of taking time and its tedious activity, journal writing can still be a very good reference for teacher’s self-improvement. It is indeed not the only way of becoming a reflective teacher. There are many other approaches to achieve the goal of reflective teachers such as through peer observation, self-report, autobiographies, recording lesson, etc.

I do agree that teacher should know what it is that they expect from the professional development program if they are to be successful. Teachers should know beforehand their purpose of engaging in continuous process of professional development. Teachers would know better what competencies that they need to enhance, because they are the agencies of themselves. I believe it is commitment that should be maintained by the educators. Commitment in allocating and regulating; time, mental, motivation and strategy needed during the long process of professional development. If it can be fulfilled, then ‘the desired’ educational environment can genuinely be achieved successfully.