COMPETENCY DEVELOPMENT OF TRAINERS THROUGH PROFESSIONAL PARTNERSHIP : AN ACTION RESEARCH STUDY FOR PROFESSIONAL DEVELOPMENT

Muhammad Iqbal Fadillah

Abstract


This paper discussed an action research study on the use of professional partnership model by eight trainers of National Institute of Public Administration (NIPA) - Indonesia. This paper aimed at exploring the impact of professional partnership on the relationship and professional development of the trainers. The method used in the study was qualitative action research. Two action research cycles were trialed over three-month period in 2017 to uncover the impact of professional development skills through professional partnership on the professional practice and working relationship of trainers. These eight trainers formed four partnerships and were involved in four workshops. In the workshops they learned and practiced a number of professional development skills. The principles of reciprocity and reflexivity underpinned this study. The data were collected from interview and observation, as well as examination of written records of the workshop. A grounded theory analysis of data identified four categories of main findings of this action research. These were: the effects of professional development skills taught and practiced during the workshops, classroom observation and the professional development of the trainers, trainers’ relationship and professional partnership, and issues in the development of professional partnership of the trainers. The paper concluded that the use of professional partnership model enhanced not only the personal and professional development of the of trainers in NIPA but also their social development.

Keywords


professional partnership, action research, trainers, professional development

Full Text:

PDF

References


Allsop, T. 1994. Collaboration and transition in initial

training. London: Kogan Page

Bell, B., and Gilbert, B., 1996. Teacher development: A

Model from Science education. London: The Falmer

Press

Butler, L, dan Leach, N. 2011, Action Learning

for Change: A Practical Guide for Managers,

Gloucestershire: Management Book 2000

Clutterbuck,D. and Wynne,B. 1994. Mentoring and

Coaching. In Mumford (Ed.). Handbook of

management development (4th edition). (pp.156-

, Vermont: Glower.

Conderman, Greg. 2011. “Middle School Co-Teaching:

Effective Practices and Student Reflections.” Middle

School Journal 42, no. 4 (03, 2011): 24-31.

Gajda, Rebecca and Christopher J. Koliba. 2008,

“Evaluating and Improving the Quality of Teacher

Collaboration: A Field-Tested Framework for

Secondary School Leaders.” National Association of

Secondary School Principals.NASSP Bulletin 92, no.

(06, 2008): 133-153.

Glover, Crystal P. and Chinyere Harris.2016,

“ProfessionalDyads andCulturallyRelevantLiteracy

through the Eyes of a Beginning Teacher Leader.”

Delta Kappa Gamma Bulletin 83, no. 1 (Fall, 2016):

-35. Öner, Ayse Tugba and Robert M. Capraro.

“Is STEM Academy Designation Synonymous with

Higher Student Achievement?” Egitim Ve Bilim 41,

no. 185 (2016).

Greene, Paula K. and Mercedes S. Tichenor. 1999,

“Partnerships on a Collaborative Continuum.”

Contemporary Education 70, no. 4 (Summer, 1999):

Joyce,B. and Shower, B., 1983. Power in staff

development through research and training.

Alexandria: Association for Supervision and

Curriculum Development

Kemmis, S., dan McTaggart, R. 1988. The Action

Research Planner (3rd Edition) Geelong: Deakin

University.

Kovic,S., 1991. Peer coaching to facilitate inclusion: A

job-embedded -staff development model. Journal

of Staff Development. 17(1),28-31.

Milbrandt, Melody K. “A Collaborative Model for Art

Education Teacher Preparation.” Arts Education

Policy Review 107, no. 5 (May, 2006): 13-21.

Lord Nelson, Louise,G., Jean Ann Summers, and Ann P.

Turnbull. 2004, “Boundaries in Family-Professional

Relationships: Implications for Special Education.”

Remedial and Special Education 25, no. 3 (May,2004): 153-165.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 MADIKA: Media Informasi dan Komunikasi Diklat Kepustakawanan

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.