Investigating school conditions for teachers' professional learning and development in Indonesia

被引：1
作者：
Rahman, Abdul [1 ]
机构：
[1] PGSD Univ Negeri Makassar, Makassar, Indonesia
来源：
TEACHER DEVELOPMENT | 2022年 / 26卷 / 02期
关键词：
Professional learning; Indonesian teachers; situative learning perspective; school conditions; case studies; PRINCIPAL LEADERSHIP; WORKPLACE CONDITIONS; COLLABORATION; COLLEGIALITY; COMPLEXITY; CAPACITY;
D O I：
10.1080/13664530.2022.2034662
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Schools are expected to provide favourable conditions for teachers' professional learning and development (PLD). Situated perspectives suggest that personal, professional and systemic conditions are influential for teacher PLD. Yet, supportive conditions for teachers' PLD are limited for the majority of schools in regional Indonesia. Drawing on semi-structured interviews with teachers from three regional schools in Sulawesi Selatan, Indonesia, this article uncovers situated patterns of practices that shape school conditions for teachers' PLD. Teacher participants indicated school norms, resources and facilities, school status and history, and students and principal leadership as influential for their PLD. Professional communication and interactions among teachers along with leadership by principals lay the foundation for favourable school conditions for PLD.
引用
收藏
页码：240 / 262
页数：23
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