Universal Journal of Educational Research Vol. 8(4), pp. 1322 - 1325
DOI: 10.13189/ujer.2020.080423
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Revisiting Teacher Working Group in Indonesia

Haholongan Simanjuntak ¹, Sahat Maruli ^2,*, Lisbeth Laora Silitonga ^3
1 Faculty of Teacher Training and Education, Indonesia Open University, Indonesia
² Center for Development and Empowerment of Teachers and Education Personnel (CDETEP) of Building and Electricity Sector, Ministry of Education and Culture, Indonesia
³ Faculty of Nursing and Midwifery, Prima University of Indonesia, Indonesia

ABSTRACT

This paper explores the issue of teacher change, professional learning communities and their impact on student achievement, and teacher working groups in the context of Indonesia. We use secondary data of teachers' competency test for the last two years. Then, we analyze the data and defend our opinions based on literature review. We explore Guskey's model of the process of teacher change and Clarke and Hollingsworth's interconnected model of teacher professional growth. Then, we discuss the effectiveness of PLCs that can lead to teacher professional learning, which in turn improve instructional practice and students' learning outcomes. This research identifies the weaknesses of teacher working groups activities in Indonesia and provides chances to improve it.

KEYWORDS
Teacher Change, Change Model, Teacher Learning, Professional Learning Communities, Student Achievement

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Haholongan Simanjuntak , Sahat Maruli , Lisbeth Laora Silitonga , "Revisiting Teacher Working Group in Indonesia," Universal Journal of Educational Research, Vol. 8, No. 4, pp. 1322 - 1325, 2020. DOI: 10.13189/ujer.2020.080423.

(b). APA Format:
Haholongan Simanjuntak , Sahat Maruli , Lisbeth Laora Silitonga (2020). Revisiting Teacher Working Group in Indonesia. Universal Journal of Educational Research, 8(4), 1322 - 1325. DOI: 10.13189/ujer.2020.080423.