Indonesia’s Issues and Challenges o

Indonesia's Issues and Challenges on Teacher Professional DevelopmentAsep Supriatna(Indonesia University of Education, Indonesia)1. Background1.1 Issues and challenges of Indonesian teachers. Teachers' knowledge and skills arenecessary to be refreshed and updated since science and technology are growing so fast and thehigh competitiveness of living in modern society. Without refreshing or updating teachers'knowledge and skills, teachers may not be able to attract students into learning engagement toprovide students with appropriate hard and soft skills for competitive living in modern society.Recently, the Government of Indonesia has paid more attention to the quality of teachers.Based upon Teacher Law 2005, the Government of Indonesia stipulated a teacher as aprofession. Teachers should meet the qualification of at least a 4-year Bachelor degree and haveteaching certificates. Teachers with a Bachelor degree and teaching experience of at least 10years may apply for teaching certificates by submiting a portfolio document to be assessed by apanel at a university. A portfolio consists of a copy of the Bachelor certicates, teachingperformance certificates issued by principals and supervisors, samples of teaching plans, andattendance evidence at seminars/ workshops/conferences. If the portfolio meets the requirement,teachers pass and get teaching certificates, then their salary is doubled. Otherwise teachersshould take 90 hours of training and take examinations; a written test and performance test inthe form of peer teaching. If teachers pass the written and performance test, teachers getteaching certificates, otherwise they reapet the examination. However, the Goverment ofIndonesia has not prepared a system to regularly maintain teachers' performance after passingcertification.1.2 Current in-service teacher training. It seems that current in-service teacher training at theprovincial level did not work well. Most teachers in West Java Province have not had anopportunity to refresh and update their knowledge and skills since their teaching appointment.The Provincial office of education has not had systematic in-service teacher training yet.Currently, the provincial office of education holds provincial level in-service teacher training.Few teachers (two teachers per subject per district) were invited for intensive three-day trainingat a hotel. If we calcuate the number of teachers of junior secondary schools who participated inthe in-service traning from 26 districts for 6 subjects as equal to 312 (2 persons/subjects/districtsx 26 districts x 6 subjects) teachers out of 82,229 teachers or only 0.4% of teachers who haveaccess to in-service training. In following years, maybe the same teachers would be invited for

Indonesia’s Issues and Challenges on Teacher Professional Development
Asep Supriatna
(Indonesia University of Education, Indonesia)
1. Background
1.1 Issues and challenges of Indonesian teachers. Teachers’ knowledge and skills are
necessary to be refreshed and updated since science and technology are growing so fast and the
high competitiveness of living in modern society. Without refreshing or updating teachers’
knowledge and skills, teachers may not be able to attract students into learning engagement to
provide students with appropriate hard and soft skills for competitive living in modern society.
Recently, the Government of Indonesia has paid more attention to the quality of teachers.
Based upon Teacher Law 2005, the Government of Indonesia stipulated a teacher as a
profession. Teachers should meet the qualification of at least a 4-year Bachelor degree and have
teaching certificates. Teachers with a Bachelor degree and teaching experience of at least 10
years may apply for teaching certificates by submiting a portfolio document to be assessed by a
panel at a university. A portfolio consists of a copy of the Bachelor certicates, teaching
performance certificates issued by principals and supervisors, samples of teaching plans, and
attendance evidence at seminars/ workshops/conferences. If the portfolio meets the requirement,
teachers pass and get teaching certificates, then their salary is doubled. Otherwise teachers
should take 90 hours of training and take examinations; a written test and performance test in
the form of peer teaching. If teachers pass the written and performance test, teachers get
teaching certificates, otherwise they reapet the examination. However, the Goverment of
Indonesia has not prepared a system to regularly maintain teachers’ performance after passing
certification.
1.2 Current in-service teacher training. It seems that current in-service teacher training at the
provincial level did not work well. Most teachers in West Java Province have not had an
opportunity to refresh and update their knowledge and skills since their teaching appointment.
The Provincial office of education has not had systematic in-service teacher training yet.
Currently, the provincial office of education holds provincial level in-service teacher training.
Few teachers (two teachers per subject per district) were invited for intensive three-day training
at a hotel. If we calcuate the number of teachers of junior secondary schools who participated in
the in-service traning from 26 districts for 6 subjects as equal to 312 (2 persons/subjects/districts
x 26 districts x 6 subjects) teachers out of 82,229 teachers or only 0.4% of teachers who have
access to in-service training. In following years, maybe the same teachers would be invited for

Indonesia 's Issues and Challenges on Teacher Professional Development
Asep Supriatna
(Indonesia University, of Education. Indonesia)
1. Background
1.1 Issues and challenges of Indonesian teachers. Teachers' knowledge and skills are
necessary. To be refreshed and updated since science and technology are growing so fast and the
high competitiveness of living in modern. Society.Without refreshing or updating teachers'
knowledge, and skills teachers may not be able to attract students into learning. Engagement to
provide students with appropriate hard and soft skills for competitive living in modern society.
Recently,, The Government of Indonesia has paid more attention to the quality of teachers.
Based upon Teacher, Law 2005The Government of Indonesia stipulated a teacher as a
profession. Teachers should meet the qualification of at least a. 4-year Bachelor degree and have
teaching certificates. Teachers with a Bachelor degree and teaching experience of at least. 10
years may apply for teaching certificates by submiting a portfolio document to be assessed by a
panel at a university.A portfolio consists of a copy of the, Bachelor certicates teaching
performance certificates issued by principals, and supervisors. Samples of, teaching plans and
attendance evidence at seminars / workshops / conferences. If the portfolio meets the requirement
teachers,, Pass and get, teaching certificates then their salary is doubled. Otherwise teachers
.Should take 90 hours of training and take examinations; a written test and performance test in
the form of peer, teaching. If teachers pass the written and, performance test teachers get
teaching certificates otherwise they, reapet the examination.? However the Goverment, of
Indonesia has not prepared a system to regularly maintain teachers' performance after passing
.
certification 1.2 Current in-service teacher training. It seems that current in-service teacher training at the
provincial level did not. Work well. Most teachers in West Java Province have not had an
opportunity to refresh and update their knowledge and skills. Since their teaching appointment.
The Provincial Office of education has not had systematic in-service teacher training. Yet.
, CurrentlyThe provincial Office of education holds provincial level in-service teacher training.
Few teachers (two teachers per subject. Per district) were invited for intensive three-day training
at a hotel. If we calcuate the number of teachers of junior. Secondary schools who participated in
the in-service traning from 26 districts for 6 subjects as equal to 312 (2 persons / subjects / districts
.X 26 districts x 6 subjects) teachers out, of 82 229 teachers or only 0.4% of teachers who have
access to in-service, training. In following years maybe the, same teachers would be invited for.