Impact of Online Teacher Professional Development Programs on Classroom Teaching Practice in Indonesia

Abstract

This study explores Indonesian teachers’ experiences in the online Teacher Professional Development Program (Pendidikan Profesi Guru or PPG) and its impact on teaching practice. A review of existing literature on teacher Professional Development (PD), the connection between teacher learning and practice, and the complexities of literacy as a practice has been conducted to support this research. Using a case study approach, this research was conducted online through WhatsApp video calls, Zoom meeting recordings, and the PPG program’s Learning Management System (LMS). The participants in this study were five elementary school teachers from five different schools in Indonesia. This study utilizes various data collection methods, including interviews, observations, and documents or artifacts. Using Stake’s (2013) multiple-case analysis framework, individual case reports were created to align with the research questions, followed by a cross-case analysis. The results show that the PPG program offered a mix of lectures, interactive workshops, and hands-on field experiences with a strong emphasis on technology, pedagogy, and learning innovation. Teachers participated in activities that allowed them to apply their learning in classroom settings. After the program, teachers demonstrated improvements in integrating technology, adopted various instructional methods, showed increased adaptability in implementing the curriculum, and shifted towards student-centered teaching approaches. Using the framework of multicase analysis, six assertions emerged from participants’ diverse educational experiences. These six assertions identified from the cross-case analysis illustrate the transformative impact of professional development on educational practices while also acknowledging the complexity and diversity of teaching contexts.