Teacher Reform in Indonesia: Can Offshore Programs Create Lasting Pedagogical Shift?

Autor/inn/en	Allen, William; Hyde, Mervyn; Whannel, Robert; O'Neill, Maureen
Titel	Teacher Reform in Indonesia: Can Offshore Programs Create Lasting Pedagogical Shift?
Quelle	In: Asia-Pacific Journal of Teacher Education, 46 (2018) 1, S.22-37 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2017.1355051
Schlagwörter	Foreign Countries; Educational Change; Faculty Development; Secondary School Teachers; Principals; Overseas Employment; Program Effectiveness; Scholarship; Capacity Building; Educational Practices; Teaching Methods; Teacher Student Relationship; Teacher Improvement; Collegiality; Student Centered Learning; Teacher Attitudes; Questionnaires; Pretests Posttests; Attitude Change; Qualitative Research; Statistical Analysis; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Principal; Schulleiter; Auslandstätigkeit; Scholarships; Stipendium; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Kollegialität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; Fragebogen; Attitudinal change; Einstellungsänderung; Qualitative Forschung; Statistische Analyse; Indonesien
Abstract	Regional and national interest in reforming teaching in Indonesia has seen governments, NGOs and education specialists combine to drive pedagogical changes among school teachers there. Results of these programs have been indifferent at best. This paper reports on teacher reform programs in Provinsi Papua, one of the most marginal societies in Indonesia. The Papuan Provincial Government, AusAID and an Australian University focused on bringing cohorts of secondary teachers and Principals for professional development to Australia. An evaluative, survey inquiry was conducted into the effectiveness of a series of AusAID (now DFAT Australian Aid) Scholarship programs on changing capacities and approaches of teachers and Principals at least eighteen months after their off-shore experience. Findings revealed significant changes in teaching practices, improved quality of teacher-student relationships and improved interactions with colleagues. We argue that our findings demonstrate an appetite for student-centred approaches to teaching and that off-shore programs may have important outcomes that larger scale, in-country programs fail to realise. This has implications for DFAT Australian Aid-funded and similar Scholarship programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01