New Paradigm of Teacher Profesional Development
Moh. Sulhan
1
, Azis Saefuddin
1
, Ilyas Rifai
1
, Hafidz Muslih
1
1
UIN Sunan Gunung Djati Bandung
Keywords: Teacher, Professional Development
Abstract: Teachers are a determinant factor in teaching and learning process. Nevertheless, the results of teacher
competence test, released by the Ministry of Education and Culture Indonesia in 2015, show teachers’
pedagogical and professional aspects are less satisfactory. Nationally, the new teacher averaged a score of
45.82. Teachers are the most decisive milestones in the success of learning and the quality of education.
Teachers occupy the most decisive position in promoting school quality. Teachers are the keys that determine
the direction of how school education and service programs work. Many experts argue that the quality of the
education system cannot be more than the quality of the teacher. The quality of education will never exceed
the quality of teachers. Therefore, this study examines the discourse of teacher professional development
about how they are facing today's challenges and how the new paradigm of teacher development today.
1 INTRODUCTION
The result of the national teacher competence test
shows that Indonesian teachers’ average achievement
on pedagogic and professional aspects is not
satisfactory (Suryaningsih, 2015). Nationally, the
new teachers have an average score of 45.82.
Teachers are the most decisive factor for students’
learning success and the quality of education.
According to Hanushek and Rivkin (2006), teacher
quality is the determinant of the school quality.
Teachers occupy the most decisive position in
promoting school quality. Teachers are the key that
determines the direction of how education and service
programs in school work. This happens not only in
the context of learning in school, but also in the more
progressive context. McKinsey (2010) mentions “the
quality of an education system will never exceed the
quality of its teachers”. The quality of education will
never exceed the quality of teachers. The quality of
education is determined by how the quality of the
teacher is. This influence is also related to students’
learning success. Hattie (2012), from University of
Auckland, uses meta-analysis to estimate the effect
on students’ achievement of several determinants. He
reports that teachers are very dominant in the success
of students’ learning. The influence of teachers
reaches 30%.
Therefore, it is important to interpret the essence
of teachers more positively, to understand
teachers’challenges and problems surrounding. In
addition, it is necessary to understand the new
paradigm of teacher development and appropriate
approaches to improve teachers ‘capacity and
professionalism.
2 TEACHER’S PRINCIPLES
In the Government Regulation of Republic of
Indonesia No. 74 on Teacher, teachers are defined as
a professional educator. Their main task is to educate,
teach, guide, direct, train, assess, and evaluate
learners. This task is relevant for all levels of formal
schools in Indonesia. In addition, the teacher is a role
model for students. Because teacher is an ideal
prototype, teacher is considered a complete entity.
According to the regulation, teachers have several
important functions. Teachers are the principal
educators in the school. Teachers are a counsellor for
all students problems, either cognitively or
personality issues. Teachers are scientists who
develop knowledge and transmit knowledge to their
students. Teachers are role models who have the
noble personality. Teacher is a communicator who
conveys good messages and ideas. Teacher is a
reformer because she is present bringing new insights
526
Sulhan, M., Saefuddin, A., Rifai, I. and Muslih, H.
New Paradigm of Teacher Profesional Development.
DOI: 10.5220/0008220600002284
In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 526-530
ISBN: 978-989-758-416-9
Copyright
c
 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

important for the future and student capacity building.
Teachers are instructors who carry out learning in
school. Because of the complex teacher's meaning,
being a teacher is full of responsibility.
In the Government Regulation of Republic of
Indonesia No. 74 Article 2, to become a teacher,
applicants must have academic qualifications,
competencies, educator certificates, physical and
spiritual health, and as well as the ability to realize the
goals of national education. This requirement is quite
heavy. Prospective teachers must meet academic
qualifications, at least a graduate of S1 or Diploma
IV. Teachers are also required to have good
competence on pedagogical, professional, and
personality aspects. In the Act of Republic of
Indonesia No. 14/2005 on Teachers and Lecturers, to
be a teacher requires a perfect personality. It includes
being (a) faithful and pious; (b) noble; (c) wise and
prudent; (d) democratic; (e) steady; (f) authoritative;
(g) stable; (h) adult; (i) honest; (j) sportsmanship; k.
example; (l) objective in evaluating its own
performance; and m. self-learning – a teacher must
develop themselves independently and sustainably.
3 TEACHER’S CHALLENGES
AND PROBLEMS
Indonesian teachers deals with various social
dynamics. The dynamic is the impact of social and
technology change. Change is a discontinuous
process of community order (Abdurrahman, 1995).
The social change is followed by an adaptation
process. According to Quraish Shihab (1994),
changes will occur if two pre-conditions are met. The
pre-conditions include (1) the existence of new values
or ideas and (2) the existence of following or
imitating behaviours. New values and imitations
trigger social change. Change is a necessity and
applies absolute as time or history. Change will still
exist because science, philosophy, society,
technology is constantly evolving.
Changes occur at two levels: (1) fundamental
change, which means a shift in the paradigm of
human role, cultural and social change; and (2) the
capacity to change, which means the increase in speed
responds to what is happening around humans.
Therefore, teachers as professional entities will
be greatly influenced by the new paradigm. They
must adapt to change and change according to the
demands of the times.
However, the change and challenges have not
been responded appropriately by Indonesian teachers.
A teacher usually gets adequate training opportunities
once in 5-8 years. USAID priority (2015) mentions a
dilemmatic condition of many teacher professional
development program in Indonesia:
 Programs are not planned
accordingly to teachers’ needs and
conditions.
 Programs have not been efficient
and collaboratively planned with
learning communities.
 Teacher training program has not
yet become a collective awareness of
all educational stakeholders.
 Programs are not managed
according to ‘good practices’ in
training. Limited training has utilized
appropriate guidance, modules,
instructors, facilitators, and
unsustainable practices.
 Programs do not follow the
principles of PAKEM (entertaining,
effective, creative, and active
learning).
This condition might affect teachers’
achievements in the national competency test. In the
test, teachers averaged unsatisfactory scores.
Figure 1: The Result of National Teacher Competency
Test (USAID Prioritas 2015)
Figure 1 shows the lowest score (36.02) found in
North Maluku Province, while the highest (55.60) in
Yogyakarta Special Region. From the distribution of
teacher competence in Indonesia, there is an
imbalance between the competence of teachers in
cities and districts (See Figure 2).
New Paradigm of Teacher Profesional Development
527

Figure 2: The Distribution of Teacher Competence in
Indonesia (USAID Prioritas 2015)
Teacher training is intended to update teachers’
knowledge, science, policy, self-meaning, and task
relevance continuously to the standards. Training
program is a process of service for teachers to provide
the information they need to support their job
satisfactorily.
From the picture above, 304 (out of 349) regions
in Indonesia got scores below 45.82. Meanwhile,
there are only 135 (out of 349) districts in Indonesia
getting higher scores. The data also show a tendency
of decreasing competence after entering the age of 40
years and over.
Good training can be designed gradually. For
example, needs analysis is conducted first before
instructional design. An analysis of teachers’ needs is
important to determine the goals and strategies.
Clear goals and objectives will help the
achievement of training objectives. The preparation
of a training strategic plan is also important in
adapting innovative models and data-based analysis.
This valid data allows overcoming the teacher
training crisis.
Teachers need to understand the new paradigm
of human resource development in organization and
management. There are at least eight trends of human
resource development that is important to understand
the teacher.
 Computer revolution/ information
system/ digital era – In this digital era,
the teacher must have computer
literate. Diane Lapp, et al. (1975)
stated through the use of computer-
assisted instruction the interest,
motivation, and range of information
provided to students can be greatly
expanded.
 Adult and lifelong education. –
Teachers have to keep learning. They
cannot stop and feel enough with their
knowledge. Education science develop
very fast. So, teachers need to keep
updating themselves. Additionally,
students point of view continues to
grow, curriculum continues to be
influenced according to academic and
social orientation, the source of
learning increasingly diverse.
 Increasing internationalization
and competitive business – Today’s
education deals with
internationalization and competitive
business trends, hence teachers must
also be qualified. Education demands
quality and service standards. A
qualified teacher ensures that the
services and education of the child are
adequately served and protected from
meaningless errors.
 Transformation of labor and work
that relies on muscle power to the
knowledge base – An insightful
teacher will have a place of honor.
Teachers with a priority of more
insight will take precedence over every
important moment of school. Teachers
should respond to these symptoms by
continuously updating their insights.
All the educational elements of its
goals, organization, content,
environment, evaluation and
instruments continue to adapt to the
new demands of society.
 Re-placement of courses and seminars
with curriculum and literature in
accordance with the new paradigm –
In-house training, active learning
seminars and workshops, curriculum
development workshops with an active
approach and a hands-on facilitator
will provide a progressive training of
experience, stimulate teachers to
perform, see and experience firsthand
experience during the training.
 Increasing consumers’
sophistication and sensitivity to a
style of trendy behavior or product
(actual activity). Teachers must answer
the challenges. They must
continuously updated.
 Increasing interdependence between
public and private sectors (partnerships
/ alliances) – Independence and the
demands of autonomy enable a
strategic partnership among
institutions, organizations, and all
BELTIC 2018 - 1st Bandung English Language Teaching International Conference
528

stakeholders interested in education.
Teachers in this situation cannot just
be spectators but must be pro-active to
seize opportunities and participate in
developing quality programs.
 Increasing mutually beneficial
symbiotic relationships – Networking
and strategic alliances to support fund
raising that enables mutual
cooperation are rquired. This is all
related to the development of
educational institutions and capacity
building opportunities for teachers and
leaders and education personnel.
Positive relationships and participation
will ensure that the school is effective.
Ying She (2004) affirms that school
effectiveness is a major concern for
education personnel. Positive
relationships and participation will
ensure the school is effective. Ying
She (2004) ensures school
effectiveness is a major concern for
educational administrators, teachers,
students, parents and community
members.
Following this trend, teachers can respond
positively to fulfill the increasingly complex task of
teacher. The ability of teachers to meet job demands
will be determined by several indicators. Some
experts recommend how to build good performance
(Gibson, 1987; Locke and Latham, 1990).
Performance Indicator can be seen from several
things; namely teachers’ ability to perform tasks,
teachers’ commitment to their profession, teacher’s
ability to make feedback, to understand task
complexity, to solve situational constraints, to
understand goals and direction, and to have diligent
effort and persistence, and have strategy in
performing task (Locke and Latham, 1990).
However, in a slightly different framework, teacher
performance standards and indicators can be seen
from the following six standards (Murray, 2002).
 knowledge, skills and disposition
 assessment and evaluation system
 field system and clinical practice
 diversity
 qualification, performance and
development;
 Governance and resources unit.
Based on the McKinsey’ study (2010),
improved quality of teachers, principals and
supervisors of pre- service can be pursued through
the recruitment of prospective teachers, teacher
education and teacher certification. While improving
the quality of teachers, principals & supervisors can
be done through the development of sustainable
profession, coaching/mentoring and career path.
The teacher professional development model of the
Ministry of National Education and Culture in
Indonesia is conducted through a competency test, a
performance assessment, a continuous professional
development.
Figure 3: Teacher Professional Development
(Kemdikbud, 2012)
4 CONCLUSIONS
The ideal concept of teacher is developing. Teacher is
no longer understood simply as a person who works,
and stands in the classroom without being influenced
by the various demands. Being a teacher is not just a
job for earning money. Teachers are bound by rules,
laws that require professionalism, competence; both
pedagogical, professional, social and personal
competence. Teachers are required to continue and
develop themselves and understand the changes
related to education and the problems. Therefore,
teachers must develop themselves in a sustainable
manner according to the demands and changes
prevailing today. Change brings a new trend that
teachers should constantly learn and upgrade their
capabilities in accordance with the changes.
New Paradigm of Teacher Profesional Development
529

REFERENCES
Abdurrahman, M., 1995. Islam transformatif. Pustaka
Firdaus.
Gibson, M.A., 1987. The school performance of immigrant
minorities: A comparative view. Anthropology &
education quarterly 18, 262–275.
Hanushek, E.A., Rivkin, S.G., 2006. Chapter 18 Teacher
Quality, in: Hanushek, E., Welch, F. (Eds.), Handbook
of the Economics of Education. Elsevier, pp. 1051–
1078. https://doi.org/10.1016/S1574-0692(06)02018-6
Hattie, J., 2012. Visible Learning for Teachers :
Maximizing Impact on Learning. Routledge.
https://doi.org/10.4324/9780203181522
Kemdikbud, K., 2012. Laporan Akutanbilitas
Kinerja [Performance Accountability Reports].
Lapp, D., 1975. Teaching and learning: philosophical,
psychological, curricular applications.
Locke, E.A., Latham, G.P., 1990. A theory of goal setting
& task performance, A theory of goal setting & task
performance. Prentice-Hall, Inc, Englewood Cliffs,
NJ, US.
McKinsey, I., 2010. How the world’s most improved school
systems keep getting better. McKinsey London.
Murray, G., 2002. National Council for Accreditation of
Teacher Education; Institutional Report.
Prioritas, U., 2015. Modul Pengembangan Keprofesian
Berkelanjutan; Kerjasama Dinas Pendidikan dan
Kebudayaan dan Kementerian Agama [WWW
Document]. USAID PRIORITAS. URL
https://prioritaspendidikan.org/id/post/638/mera
ncang-program-pengembangan-keprofesian- guru
(accessed 7.30.18).
Quraish Muhammad, S., 1994. Membumikan Alquran.
Mizan, Bandung.
She, Y., 2004. School leadership for effective
communication in the 21 st century.
Suryaningsih, A., 2015. UKG DAN HARAPAN
PENINGKATAN MUTU GURU.
BELTIC 2018 - 1st Bandung English Language Teaching International Conference
530