24 How teachers act or construct their actions regarding their responsibility as
teachers or the desire of improvement can be derived from their needs as individuals. Relevant to this point, according to Moslow, as quoted in Schultz 1977, there are
levels of needs that humans require to be fulfilled. There are psychological needs water, air, food, etc., safety needs to be secured and out of danger, love or
belonging needs friendship, sexual intimacy, support, and a communicative family, esteem needs achievement, strength, confidence, independence, and freedom, and
self-actualization becoming the most of their abilities and the best they can. It is included in the hierarchy of needs in which if the lowest level of needs is fulfilled, it
moves to a higher level. Self-actualization is one of the needs that humans require to strive for. It
includes the need to reach the fullest potential related to the utilization of potential and development.
4. Teachers’ Professional Development
Professionalism is a significant element in supporting the credibility of one in their working circumstances. The concept of professionalism which includes
„knowledge, autonomy, and responsibility” Scales, P., Pickerin, J., Senior, L., Headley, K., Garner, P., and Boulton, H, 2011 are productive elements that one
needs to have in relation to build good individual characteristics which can support their professional work. Being a professional is usually in line with gaining a deep
understanding about particular knowledge. According to Scales, “Professionalism
25 involves extended periods of study, for example, studying for a degree or higher
qualification. The person gai ns substantial specialist knowledge and understanding”
Scale et al., 2001. Professionalism involves the learning process in achieving a profound
understanding. Professionalism will benefit one‟s wealth, educational quality, and self-improvement Kusnandar, 2009. Furthermore, professionalism is also in line
with the development of characteristics, since it makes it closely related to improvements. Thus, these days, professional development is developed in almost
professional works. Lange states that, “Professional development is continued growth before and throughout a career” Lange, 1990 as in Brown 2000:25. Thus, some
literature states that professional development has a strong relationship with the development of a career. It also results in the examination of the development of
professional standards, which is believed to help in increasing the working quality. “Professional standards help to define professionalism. It also covers professional
values, professional knowledge and understanding, and pro fessional practice”
Scales, et al., 2011. Some research shows that it gives a positive impact when it is implemented in professional work including in the educational field. Hence, “in
reality the professional development of most language teachers occurs in a variety of informal ways” Senior, 2006. The improvement of teachers‟ quality covers the
enhancement of professionalism and commitment as well as the supervision of administrative aspects Mulyasa, 2007.
26 Professionalism is closely related with tea
chers‟ self-development. In Indonesia it is stated in Guidline for Management of Sustainable Professional
Develpment that is published by the Ministry of Education. It is mentioned that teacher self-development refers to professionalism activities in improving the
competence. Thus, teachers are able to do their main responsibilities as well as additional ones. The National ministry regulation of PAN and RB no.16, 2009, states
that PKB continuing professional development is the improvement of teachers‟
professionalism according to the needs gradually and continuously. Self-development activities cover functional training, teacher collective activities, scientific publication,
self-project covering efficient technology, learning instruments, and so on. It covers planning, implementing, evaluating, and reflecting to improve the characteristics,
knowledge, understanding, and skills. Thus, teachers can have good careers. This is as quoted by Priatna and Sukanto 2013. Moreover, teachers also need to consider
the morale aspects. In relation with teachers‟ professionalism, it covers the
professional community, professional experts, professional responsibilities, and professional services. In this case, it is not only about the standard measurements
Sockcet, as in Reagan and Charles 2009: 129. Since teachers are the key players that determine the surge of a successful
process in the educational field, professional development is strongly needed. Professional development will help teachers in improving their quality. Through
professional development, teachers can develop their abilities continually. Furthermore, the emergence of new trends is one of the strong reasons of why
27 teachers need to be aware of improvements. The strategy to move along with the
developments is very important in order to find a productive framework in doing their tasks. There are some strategies that the teachers can do. It “usually covers a
reflective analysis of teaching practices, studying beliefs, principles, values, conversations with peers, and collaborating with peers
” Richards and Farrell, 2005:4. These strategies can be used by teachers as instruments that can assist them
to make improvements. However, teachers also need to consider some aspects regarding professional development. Richards and Farrell state that “Personal
development should go beyond personal and individual reflection. Teachers need to explore new trends in language teaching, enrich the subject-matter knowledge, and
pay attention to the institutional programs” Richards and Farrell, 2005:4. Furthermore, Richards and Farrell specifically state that teacher development has a
purpose on:
a. Understanding how the process of second language development occurs.
b. Understanding how our roles change according to the kinds of learners we are
teaching. c.
Understanding the kinds of decision making that occur during lessons. d.
Reviewing our own theories and principles of language teaching. e.
Developing an understanding of different styles of teaching. f.
Determining learners‟ perceptions of classroom activities Richards and Farrell, 2005:4.
Moreover, teachers essentially should be able to commit to their
development. The commitment will help to accommodate their learning process; thus, it can give good contributions to the teaching practice. Additionally, teachers also
need to consider the specific framework of their learning process to administer their focus in enriching their professional development. The learning process is usually
28 concerned with teacher learning as a skill learned, as a cognitive process, as a
personal construction, and as a reflective practice Richards and Farrell, 2005. Teachers‟ reflections on their experiences are needed to determine the particular cycle
that they need to develop more. This phenomenon then can be explored in order to make a change. “When teachers are also learners as in any instance of teacher
development, they have the responsibility of turning their experience of learning to use in reflecting on their teaching” Richards, 2003:17. The change will
accommodate the development process as well as learning process, which can drive teachers to have inter as well as intrapersonal characteristics Richards 2003. This
change can also facilitate the self-construction. Additionally, some aspects are identified as the models of professional
growth, as proposed by Calderhead and Shorrock. They are the enculturation, the technical aspects, or knowledge and skills, moral endeavor, the close relationship
between the personal and professional aspects in teachers‟ work, and reflection Calderhead and Shorrock, 1997. These models lead teachers to understand more
about themselves as teachers and their responsibility psychologically and socially. By understanding these circumstances, teachers learn more about the significant points
that can support their self-efficiency, so that they can apply them appropriately in doing their responsibility.
Furthermore, in implementing their professional development, teachers need to prepare well. Teachers should be aware of the suitable circumstances that they
must be dealt with. Appropriate decisions, strategies, discussions, and evaluations can
29 be productive frames to determine and explore the development Richards and
Farrell, 2005. Besides that, they also need to be concerned with categories which frame the construction. Those three categories are professional values, professional
knowledge and understanding, and professional practice.
5. Senior High School
