The Meaning and Experience of Professional Development for

Physical Education Teachers of Middle Schools

Fuad Hasan

Muhammad Hamid Anwar

Yogyakarta State University, Sleman, Yogyakarta, Indonesia

Departement of Sport Science, Graduate School

Keywords: Experience, Meaning and Professional Development.

Abstract: Professional development means to focus on how the teachers learn to enrich and renew their capacities as

educators. This research aimed at finding out the experience of Physical Education teachers in professional

development and the meaning attached. This research is a qualitative research. The subjects of this research

are nine Physical Education teachers of middle schools/ high schools in Yogyakarta. The research

instrument in this study was interview guideline. The data were collected through interview and

documentation. The data were analyzed in the form of qualitative description. The result of this research

showed that the professional development for Physical Education teachers of middle schools/high schools in

Yogyakarta in general included MGMP, PLPG, curriculum training, gymnastic training and PTK workshop.

In specific, the professional development for Physical Education teachers of middle schools/high schools in

Yogyakarta included referee training and specific sport coaching. Meanwhile, the professional development

based on work performance included tutor training and presenter/upgrading training. The meaning of

professional development for teachers is to gain teaching knowledge and skills which can be applied in the

learning process. Teachers gain more skills to create learning processes which are creative and varied..

1 INTRODUCTION

A teacher is one of the most important components

in the effort of achieving the goal of education.

According to Suparlan (2008: 12-13), a teacher is

someone who has the responsibility to educate the

life of a nation in all aspects, whether it is spiritual

and emotional, intellectual, physical, even other

formal and legal aspects. A teacher is someone who

has a decree or legal letter to teach from the

government or private institution. Furthermore,

teachers are the primary practitioners in education

who are the answers of the needs for the quality of

the human resources that have the role to serve

professionally in the society. In the process of

having quality education, teachers have the

fundamental and dominant role both in teaching

techniques and knowledge. In this case, a teacher

who has sufficient knowledge and good teaching

techniques will certainly be able to conduct a

teaching and learning process that is aligned with the

goal of education.

On the way to reach a high level and good

quality education, it is certain that the process will

not be easy. Teachers need to be able to show their

confidence in front of the students and it can be

shown trhough their performances which correspond

to their professional competence as a teacher,

educator, and also as a coach for the students in the

teaching and learning process. It is also needed for

teachers to have sustainable learning process to

always catch up the development of science,

technology and culture. It is expected that within the

teacher candidates, an intrinsic motivation to

continue moving forward in an exciting career could

be developed well. (Heidorn, 2014).

As educators, teachers have to be discerning and

able to expand their science knowledge based on

their professional field. Research findings have

demonstrated that Physical Education is considered

less valuable than other content areas. Furthermore,

many Physical Educators feel isolated, with limited

or no access to resources, and they often find

themselves struggling to win consideration as

legitimate professionals (Lux, 2010). Actions that

can be taken efforts to improve the teachers’ quality

and professionalism are: (1) taking professional

education, (2) improving the quality of the teaching

and learning process, (3) taking part in sustainable

professional development activities, and (4)

Hasan, F. and Anwar, M.

The Meaning and Experience of Professional Development for Physical Education Teachers of Middle Schools.

DOI: 10.5220/0009213400920098

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 92-98

ISBN: 978-989-758-457-2

improving self-quality by working out supporting

skills (Mulyana, 2010 ).

Teachers’ role in education is significant and

fundamental so that it is necessary to improve

teachers’ professionalism in both knowledge and

experiences in teaching. Based on UU No 14 Tahun

2005 about teachers and lecturers and also the

Peraturan Pemerintah No. 19 Tahun 2005 about the

National Education Standard, one of the contents

argues that teachers are professional educators. In

that Act, it is stated that a teacher is a professional

educator whose main responsibility is to educate,

teach, guide, direct, train, assess and evaluate the

students in the level of formal and informal pre-

school, elementary school and high school.

A professional teacher is a teacher who owns

good competences in accordance to the government

standard. There are absolute competences a teacher

must possess in doing their job. Those said

competences are mentioned in Pasal 8 Undang-

Undang Republik Indonesia No 14 Tahun 2005

which the elaborations are: 1) pedagogical

competence which means that an educator must have

the ability to manage the teaching and learning

process including teaching and guiding the students,

2) personality competence which means that

individually a teacher must have a steady

personality, a noble character, wise, charismatic and

a good role model for the students, 3) professional

competence which is the teacher’s deep and wide

learning materials’ mastery and the teacher’s ability

to carry their job as an educator according to their

profession and 4) social competence in which an

educator must be able to communicate and interact

effectively and efficiently with the students, fellow

teachers, students’ parents or legal guardians and the

surrounding community.

The professional development of education for

teachers is one of the ways to manifest the dream of

having professional teachers. Professional

development is a key to effective teaching in any

subject and can be achieved through opportunities

such as pre-service and in-service days, national and

regional conference attendance, and involvement in

professional organizations. Professional

development covers all types of professional

learning which are done by the teachers starting

from graduating the under graduate degree (Armour

& Yelling, 2004). Professional development is a

sustainable program which will be done continually

and continuously. In particular, professional

development should be rooted from teachers’

learning (Armour & Yelling, 2007). Therefore, it

means to focus on how the teachers learn to enrich

and renew their capacities as a teacher (Setiawan,

2015).

Government, as one of the important components

in the process of developing teachers’

professionalism, keep making efforts so the

professional development can have significant

impact to the progress of education in Indonesia.

Peraturan Menteri Negara Pendayagunaan Aparatur

Negara dan Reformasi Birokrasi Nomor 16 Tahun

2009 about Jabatan Fungsional dan Angka

Kreditnya states that what it meant by continuous

professional development is the development of

teachers’ competences which is done based on the

needs, gradually and continuously to improve their

professionalism. The Ministry of Education and

Culture through the General Directorate of

Education Quality Enhancement and Education

Staffs in the year of 2008 issued the standard for

developing Kelompok Kerja Guru (KKG) for

elementary schools (SD/MI/SDLB) and

Musyawarah Guru Mata Pelajaran (MGMP) for high

school teachers (SMP/MTs/SMPLB,

SMA/MA/SMALB, and SMK/MAK).

Education Authority for Bantul Regency as the

one which is in charge for all the activities in

continuous professional development for teachers

has held various education events to support

teachers’ professionalism. Regularly and

systematically continuous professional development

for teachers is the key in the quality development of

Physical Education programs (Bechtel and

O’Sullivan 2006; Patton, Parker, and Pratt 2013).

Although the literature shows the need for evidence

regarding the impact of continuous professional

development initiatives on student learning, there is

a consensus that improvement in the quality of

student learning is, to some extent, reliant upon

improvements in the quality of teachers (Armour

2006; Armour and Yelling,2007).

There are certain events held to build teachers’

professionalism which are: upgrading, seminar,

training, certifying and other training programs

aimed to improve teachers’ quality in general and

Physical Education teachers in particular. Moreover,

to expand physical education teachers’ knowledge,

collaboration with educational universities was

created. Through those various events, the Education

Authority for Bantul Regency hopes for Physical

Education teachers’ professionalism and quality will

improve and able to meet the demands of education

that keeps developing.

Physical Education (PE) teachers are the most

important component in the effort of improving the

quality of the human resource and it needs a great

attention in relation to the profession. Most teachers

want to learn and improve, and Physical Education

teachers are not exception. Although their teaching

field is not subject to standardized testing, Physical

Education teachers seek to find support structures

The Meaning and Experience of Professional Development for Physical Education Teachers of Middle Schools

and development opportunities from within their

schools and districts so that they feel connected and

a part of the professional team (Woods, 2010). There

is an urgent need to specifically pay attention in

improving the quality and professionalism of PE

teachers especially in their teaching theories,

practicum and the standard of knowledge they need

to possess. Research results from various literatures

show that there are numbers of capacity elements to

improve the quality of the PE teaching and learning

process in school which are: (1) professional PE

teachers, which can be seen from their knowledge

and skill aspects, (2) students’ motivation, (3) the

curriculum, (4) the type and quality of the human

resources that supports the teaching and learning

process in the class and in this case is the PE

teachers, (5) the quantity and quality of interactions

each party in the school organization level, (6) the

material sources and (7) the management and

allocation of the school sources in the institution

level (Rachman, Anwar & Setiawan, 2015).

Considering the important role of PE teachers in

education system, there are still many primary

questions related to the condition of PE teachers in

Indonesia nowadays as the depiction of the issues

that need to be solved through government policies

and regulations about the founding and management

of PE teachers that need to be prepared, as follows:

(1) How are PE teachers placed as professional

workers and equal to other professional teachers

who in integrated manner are responsible to conduct

teaching and learning process according to their field

of duty in order to achieve the determined education

quality?; (2) How do PE teachers fulfill the required

qualifications as professional workers who are ready

to handle duties according to their area of expertise

and background knowledge?; (3) How do the PE

teachers show the professional quality needed as

educators in the teaching and learning process in

school?; (4) How do PE teachers show performance

according to their significant role as they actively

participate in the effective and efficient teaching and

learning process; (5) How are PE teachers given the

opportunities and facilities to expand their career,

knowledge and skill which support their

professionalism?; (6) How are PE teachers given the

trust and chances to take part in giving opinions in

the education policy decision making?; (7) How are

the education staff given the credit for their

performance?; (8) How are the PE teachers given

protection while they are serving as an educator; (9)

How are PE teachers given the appropriateness and

welfare in their service time; (10) How do PE

teachers meet the requirements and are managed in

the national range practice of education related to

the equity, expansion, quality, relevance,

competitiveness (the ability to perform excellently),

management of education staff, accountability and

imaging? (Rachman, Anwar & Setiawan, 2015).

From the efforts done by the Education

Authority of Bantul Regency, it is clear that

continuous professional development is one of the

most important activities which is obliged to be

conducted in each year. Therefore, there are still

many shortages in this event that need to be handled

especially for the teachers who participate. There are

still many teachers who have not understood the

meaning of taking part in the event. Whereas this

research is necessary in providing the information

scientifically and not only about how effective

professional development is but also the one that is

meaningful for both teachers and students (Armour,

2006).

2 RESEARCH METODS

2.1 Research Design

This research is a qualitative research with

phenomenology approach. The data collection

techniques used are in depth interview or open

ended interview.

2.2 Time and Place of Research

This research took place in Special Region of

Yogyakarta. The time was adjusted based on the

teachers’ availability in order to avoid disturbing

their working time.

2.3 Research Subject

The subjects of this research are 9 teachers of middle

schools and high schools in Special Region of

Yogyakarta. The subjects were chosen based on

some certain considerations.

2.4 Data Collection Techniques

The data analysis steps in phenomenology approach

are described as follows:(1)Early Stage, In this

stage, the researcher describes the whole

phenomenon experienced by the research subjects.

The whole recording from the interview with the

subjects was turned into written transcript;(2)

Horizontalization Stage, Horizontalization is finding

significance of statements said by the participants in

which each statement in the beginning is considered

as equal value in order to have significant

value;(3)Textural Description Stage, This stage is

about collecting statements of what the participants’

perspective in significance of teachers’ professional

development;(3)Structural Description Stage, In this

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

stage, the researcher classifies the questions into a

significance unit and then explains the significance

of how professional development happen

structurally such as finding the chronology, finding

details, classifying and finding explanations;(4)The

Stage of Describing the Essence of Significance and

Experience, This stage was done with the aim at

developing structural synthesis about the

phenomenon happened to the participant and

explaining structurally which means to explain how

such phenomenon happened.

3 RESEARCH RESULTS AND

DISCUSSION

3.1 Research Results

This research aimed at determining the experiences

of PE teachers in expanding their professionalism

and the significance which came along with the

experiences.

Using the phenomenology research principals,

the data were analyzed using 4 units or themes

including: the significance of professional

development, supports, obstacles and suggestions.

3.1.1 The Significance of Professional

Development

In this stage, analyzing the results of the activities in

professional development was done. There were

three sub-themes: developing teaching skill,

developing creativity and developing social network

:(1)Developing Teaching Skill, Professional

development in general aimed at expanding the

teaching skill in which so far the teaching and

learning process was considered monotonous. This

lead to the fact that the students feel they are not

well-motivated to engage in the teaching and

learning process and eventually the teaching and

learning process was not well conducted. With the

teachers’ experience in professional development

they would have more knowledge or skill they had

not mastered before and they would change the way

they teach which was primary considered not

effective. This reminds us that Physical Education

teaching and learning process should be able to

create environment which is conducive, fun,

comfortable and safe for the students; (2)Developing

Creativity, Not only creating conducive learning

environment, teachers also need to create new things

or actions and change the old or previous actions

that were not successful. It is needed to change the

learning style from conventional into more

interactive and variative learning style in which it

stays in the learning aspects. The monotonous

teaching and learning process caused the students to

feel bored and as the results they are reluctant to

participate in the teaching and learning process. This

is caused by the changing of people’s perspective in

seeing education as it keeps evolving. Therefore,

teaching and learning process needs to be changed

and adapted to match the devolution and change of

needs;(3)Developing Social Network, Getting new

relations and learning resources is important to

improve learning sources and learning insights.

Opening relations or social network among PE

teachers will help PE teachers to both improve their

teaching skill and open the opportunities for them to

grow.

3.1.2 Professional Development Experience

This stage is about analyzing the results of the

professional development activities that has been

done. There are six sub-themes: type of activities,

the content of the activities, motivation, time, place

and administrator:(1)Type of Activities, The type of

activities for professional development received by

PE teachers in middle schools and high schools in

Yogyakarta in general are Pelatihan Profesi Guru

(PLPG), Musyawarah Guru Mata Pelajaran

(MGMP), workshops about Kurikulum 2013,

workshops about action research (Peneltian

Tindakan Kelas/PTK), gymnastics training, tutorial

training, athletics coaching, presenting training, PE

education and training, counseling and referee

training. In general, professional development

experiences owned by middle school and high

school PE teachers in Yogyakarta are PLPG,

MGMP, curriculum training, gymnastics training

and workshops about action research. Other than

that, professional development owned by teachers

which is done individually is according to their skill

and specific sport branch they are majoring. Those

include referee training and athletics training as

development based on the individual achievement or

perseverance in a specific sport branch;(2)The

Content of the Activities, MGMP activities include

activities of renewing the education technology,

making learning media and props or discussing

teaching and PE class learning issues in which a

solution is needed and later can be used as a research

material. This aligns with what Mr. Rosyid as

follow:

The Meaning and Experience of Professional Development for Physical Education Teachers of Middle Schools

“We like to have a sharing or discussion session. We

talk about the obstacles we often found at schools or

talk about the facilities. In other words, from those

sharing and discussion we could gain more

knowledge and get solutions for our problems so

that our teaching and learning process are more

successful even though we have limited supporting

facilities;(3)Motivation, The process of self-

development is based on different teachers’ reasons

and motivation to participate in the professional

development activities. Professional development

experience of PE teachers in general is based on

their nescience, rising obstacles or their will to

improve their professionalism. As an example, here

is what Mrs. Yanti stated:“There are many worker

levels and the highest is IVa and the problems

emerge from the need to write an action research.

To this day, many PE teachers cannot finish their

action research. So many of the workshops held are

about conducting an action research.The problem

showed up often put PE teachers in a difficult

situation, haunted by the regulations and affected

their professionalism in doing their job. This is a

result of the teachers’ demands to be a professional

teacher who is skillful, capable and many other

requirements;(4)Time, Professional development

experience is obtained from the beginning when a

teacher teaches as their profession. MGMP activities

are held regularly and periodically according to the

program and meeting schedule that is already been

agreed upon. Moreover, self-development in

curriculum training is done alongside the changing

of the curriculum. Lastly, the activity which PE

teachers participate in is Kurikulum 2013 training.

As what Mrs. Yanti stated: “It was last year because

it was Kurikulum 2013. So for activities in 2015 it

has not been held yet. For 2015, it is mostly about

Kurikulum 2013;(5)Place and Administrator, The

curriculum training is administered by the main

office of Lembaga Penjaminan Mutu Pendidikan

(LPMP) and is held in a place which is easy to be

accessed and able to facilitate the training. The

training was held in SMA 5 as Mrs. Yanti said: “The

one held in SMA 5 was organized by the main office

of LPMP. It was held for 4 days if I am not

mistaken. It was on Monday, Tuesday, Wednesday

and Thursday and held from morning till evening.

This shows that professional development is

facilitated by the government so that the teaching

and learning process will be successful and aligned

with the purpose of the creation of the curriculum.

3.1.3 Supporting Factors

Professional development activities will not be

successfully held without the support from many

parties. This is because teachers will not be able to

work by themselves without the support from others

such as the school, government or official authority.

Generally, the professional development activities

held cost so much. According to the teachers, these

activities are supported by the fund coming from

officials or from schools. This argument is in

accordance with what Mr. Edi said: “About the

funding, it is usually handled by the authority.

Maybe the school helps”.

With the guarantee that it will be easier in terms

of funding, teachers will gladly participate in the

professional development activities. Furthermore,

teachers will certainly get the permission to take

part.

3.1.4 Obstacle Factors

The implementation of professional development

does not have that many obstacles so the

implementation can run smoothly. Most of the

teachers’ obstacles come from the time of the event.

It is supported by Mr. Tugas’ statement saying: “My

obstacle in joining the professional development

activities is maybe only on its timing. And I also

oppose to the time efficiency because of the busy

schedules of the teachers.”

The teachers’ busy schedules from teaching or

other activities outside their work can cause a

problem for teachers. The timing of the events is

often not in accordance with the availability for the

teachers since they have their own personal plan and

activity.

3.2 Discussion

From the interview from 9 participants, it was found

that the professional development activities was

participated by the PE teachers in Bantul Regency.

According to Zaenal A & Elham R (2007:155) the

types of teacher’s activity in the professional

development are: (1) conducting an educational

research, (2) finding the appropriate educational

technology, (3) creating educational media/props or

counseling, (4) writing articles, and (5) following the

curriculum development. The professional

development activities joined by elementary PE

teachers in Bantul Regency in general are MGMP,

PLPG, training, curriculum, gymnastics training and

action research workshop. In particular, professional

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

development activities participated by elementary

PE teachers in Bantul Regency are referee training

and coaching training for a specific sport branch.

Furthermore, professional development that is based

on working achievement is tutor training and

presenting training.

The differences in holding professional

development for PE teachers in Special Region of

Yogyakarta do not result in a serious matter. It is

because generally middle school and high school

teachers in Special Region of Yogyakarta get the

same opportunity which is participating in MGMP

events, PLPG and curriculum training. As stated by

Armour & Yelling, (2007) in specific, the

continuous professional development is supposed to

be centered on the teachers’ learning. It means that it

should focus on how the teachers learn to enrich and

expand their capacity as a teacher (Caly Setiawan,

2015).

As the need for education nowadays grows, it is

necessary to improve the quality of professional

teachers. This will lead to the state in which they

will have sufficient skill, capability and loyalty

towards the better education. What is called

professional work is a work in which it can only be

done by those who are specifically trained and

prepared for such work and not a work that can be

done by random people only because they cannot

have another job (Nana Sudjana, 1988 in Usman,

2005). In accordance with the statement, it shows

that a teacher is not someone who comes from the

people who have no competence and

professionalism in educating and teaching.

The raising of the education need forces teachers

to keep improving their quality in doing their job as

a teacher. The improvement of teachers’

professionalism is not only focused on the teachers

but also the education authority that needs to

facilitate the professional development activities for

teachers. By taking part in the activities, it will be

useful for the teachers. Basically, professional

development will be very beneficial for the teachers.

The improvement for teachers’ skill will be felt by

the presence of the new knowledge and new ideas

about education. As issues in education keep rising,

activities in effort to develop teachers’

professionalism will be able to provide solutions for

many problems encountered by the teachers.

According to Undang-Undang Republik Indonesia

Nomor 14 tahun 2005 about teachers and lecturers in

article 1 paragraphs 10, it is stated that competence

is a set of knowledge, skill and attitude which needs

to be owned, lived up to and mastered by teachers or

lecturers in performing their professional duty. Align

with the statement, professional development

activities are important because going through

formal education is not enough to be a professional

teacher. Therefore, teachers need to be highly

competent and own wide range of knowledge, skill

and attitude as an excellent teacher.

Professional development done in groups or

individually will be beneficial in improving the

education competence and quality. As stated by A.

Samana (1994:44) that working competence can be

manifested in a having meaningful attitude, social

value and fulfilling the specific working criteria

which is agreed and authorized by its profession

group or the community they served. It is because

PE teaching and learning process is not a process

that can be done solely inside the classroom.

Therefore, the professional development will

improve the teachers’ skill to present the teaching

and learning process in a nice way including

manipulating difficult and scary moves felt by the

students. As a result, it will help the students in

engaging the teaching and learning process.

Moreover, the invention of new things in the

learning process can be used as a way out for the

problem of the limited facilities that has been long

considered as the big obstacle of the learning

process.

4 CONCLUSION AND

SUGGESTIONS

4.1 Conclusion

Based on the formulation of the problem in this

research, it can be concluded that the significance of

professional development is that teachers can gain

more knowledge and improve their skill which they

can apply in the teaching and learning process.

Teachers get more skill which they can use to create

a teaching and learning process that is creative and

variative. Furthermore, professional development is

able to expand the social network among teachers in

which they can increase their motivation and insight

in expanding their knowledge and bettering their

skill. The most significant benefit of professional

development activities is improving the teachers’

quality so that they become more professional.

Professional development activities joined by

middle school and high school PE teachers in

Special Region of Yogyakarta in general are

MGMP, PLPG, curriculum training, gymnastics

training and action research workshop. In particular,

professional development joined by middle school

The Meaning and Experience of Professional Development for Physical Education Teachers of Middle Schools

and high school PE teachers in Special Region of

Yogyakarta is referee training and coaching training

for specific sport branch. Meanwhile, professional

development that is based on working achievement

is tutor training and presenting training.

Professional development activities are

supported by a fund that is guaranteed by the

authority and teachers need not to feel burdened by

the funding problem. However, teachers feel they

have problem with the scheduling in which the time

do not align with their schedules. Moreover,

professional development activities are considered

taking too much time.

4.2 Suggestion

Based on the results of this study, it is concluded

that some issues cannot yet be solved. Therefore,

some suggestions can be formed to improve the

activities in developing teachers’ professionalism.

The suggestions are: giving different kinds of

materials, which means that the materials given

should focus on each teacher’s profession; giving

longer time for practice activities so it will be easier

for teachers to understand it; placing the teachers

according to their profession so they are able to help

one another.

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