Models of Arts Teacher’s Professional Development

Reni Haerani, - and Juju Masunah, - and Tati Narawat, - and Endang Rochyadi, - and Mujiarto, - (2020) Models of Arts Teacher’s Professional Development. International Journal of Higher Education, 9 (6). pp. 77-86. ISSN 1927-6052

[img] Text
18773-64041-2-PB.pdf - Published Version

Download (224kB)
[img] Text
33. IJHE_Reni Haerani.pdf

Download (2MB)


This article aims to describe a model of professional development for art teachers in Indonesia. The model includes the ability to carry out basic tasks and functions as educators, namely pedagogical, professional, and social competences, especially for dance teachers in managing and providing education services to children with special needs. This qualitative research employed a descriptive method with literature reviews, observations, and personal experiences for data collection. The findings show that the teacher professional development model has been carried out by (1) the pre-professional phase, (2) the autonomous professional phase, (3) the collegial professional phase, but never the post-professional or postmodern phase. The activities are conducted as workshops, including discussions with colleagues, principals, and supervisors. This research recommends conducting continuous supervision and development to improve teachers’ competences in providing equitable services in concordance with the needs of inclusive schools.

[error in script]
Item Type: Article
Uncontrolled Keywords: arts teachers, teacher training model, inclusive education, teacher competence
Divisions: Fakultas Teknik > S1 Teknik Mesin
Depositing User: Tsani Karimah
Date Deposited: 01 Nov 2022 09:37
Last Modified: 23 May 2023 08:59

Actions (login required)

View Item View Item