The Meaning and Experience of Professional Development for
Physical Education Teachers of Middle Schools
Fuad Hasan
1
Muhammad Hamid Anwar
1
1
Yogyakarta State University, Sleman, Yogyakarta, Indonesia
Departement of Sport Science, Graduate School
Keywords: Experience, Meaning and Professional Development.
Abstract: Professional development means to focus on how the teachers learn to enrich and renew their capacities as
educators. This research aimed at finding out the experience of Physical Education teachers in professional
development and the meaning attached. This research is a qualitative research. The subjects of this research
are nine Physical Education teachers of middle schools/ high schools in Yogyakarta. The research
instrument in this study was interview guideline. The data were collected through interview and
documentation. The data were analyzed in the form of qualitative description. The result of this research
showed that the professional development for Physical Education teachers of middle schools/high schools in
Yogyakarta in general included MGMP, PLPG, curriculum training, gymnastic training and PTK workshop.
In specific, the professional development for Physical Education teachers of middle schools/high schools in
Yogyakarta included referee training and specific sport coaching. Meanwhile, the professional development
based on work performance included tutor training and presenter/upgrading training. The meaning of
professional development for teachers is to gain teaching knowledge and skills which can be applied in the
learning process. Teachers gain more skills to create learning processes which are creative and varied..
1 INTRODUCTION
A teacher is one of the most important components
in the effort of achieving the goal of education.
According to Suparlan (2008: 12-13), a teacher is
someone who has the responsibility to educate the
life of a nation in all aspects, whether it is spiritual
and emotional, intellectual, physical, even other
formal and legal aspects. A teacher is someone who
has a decree or legal letter to teach from the
government or private institution. Furthermore,
teachers are the primary practitioners in education
who are the answers of the needs for the quality of
the human resources that have the role to serve
professionally in the society. In the process of
having quality education, teachers have the
fundamental and dominant role both in teaching
techniques and knowledge. In this case, a teacher
who has sufficient knowledge and good teaching
techniques will certainly be able to conduct a
teaching and learning process that is aligned with the
goal of education.
On the way to reach a high level and good
quality education, it is certain that the process will
not be easy. Teachers need to be able to show their
confidence in front of the students and it can be
shown trhough their performances which correspond
to their professional competence as a teacher,
educator, and also as a coach for the students in the
teaching and learning process. It is also needed for
teachers to have sustainable learning process to
always catch up the development of science,
technology and culture. It is expected that within the
teacher candidates, an intrinsic motivation to
continue moving forward in an exciting career could
be developed well. (Heidorn, 2014).
As educators, teachers have to be discerning and
able to expand their science knowledge based on
their professional field. Research findings have
demonstrated that Physical Education is considered
less valuable than other content areas. Furthermore,
many Physical Educators feel isolated, with limited
or no access to resources, and they often find
themselves struggling to win consideration as
legitimate professionals (Lux, 2010). Actions that
can be taken efforts to improve the teachers’ quality
and professionalism are: (1) taking professional
education, (2) improving the quality of the teaching
and learning process, (3) taking part in sustainable
professional development activities, and (4)
92
Hasan, F. and Anwar, M.
The Meaning and Experience of Professional Development for Physical Education Teachers of Middle Schools.
DOI: 10.5220/0009213400920098
In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports
(YISHPESS and CoIS 2019), pages 92-98
ISBN: 978-989-758-457-2
Copyright
c
2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
improving self-quality by working out supporting
skills (Mulyana, 2010 ).
Teachers’ role in education is significant and
fundamental so that it is necessary to improve
teachers’ professionalism in both knowledge and
experiences in teaching. Based on UU No 14 Tahun
2005 about teachers and lecturers and also the
Peraturan Pemerintah No. 19 Tahun 2005 about the
National Education Standard, one of the contents
argues that teachers are professional educators. In
that Act, it is stated that a teacher is a professional
educator whose main responsibility is to educate,
teach, guide, direct, train, assess and evaluate the
students in the level of formal and informal pre-
school, elementary school and high school.
A professional teacher is a teacher who owns
good competences in accordance to the government
standard. There are absolute competences a teacher
must possess in doing their job. Those said
competences are mentioned in Pasal 8 Undang-
Undang Republik Indonesia No 14 Tahun 2005
which the elaborations are: 1) pedagogical
competence which means that an educator must have
the ability to manage the teaching and learning
process including teaching and guiding the students,
2) personality competence which means that
individually a teacher must have a steady
personality, a noble character, wise, charismatic and
a good role model for the students, 3) professional
competence which is the teacher’s deep and wide
learning materials’ mastery and the teacher’s ability
to carry their job as an educator according to their
profession and 4) social competence in which an
educator must be able to communicate and interact
effectively and efficiently with the students, fellow
teachers, students’ parents or legal guardians and the
surrounding community.
The professional development of education for
teachers is one of the ways to manifest the dream of
having professional teachers. Professional
development is a key to effective teaching in any
subject and can be achieved through opportunities
such as pre-service and in-service days, national and
regional conference attendance, and involvement in
professional organizations. Professional
development covers all types of professional
learning which are done by the teachers starting
from graduating the under graduate degree (Armour
& Yelling, 2004). Professional development is a
sustainable program which will be done continually
and continuously. In particular, professional
development should be rooted from teachers’
learning (Armour & Yelling, 2007). Therefore, it
means to focus on how the teachers learn to enrich
and renew their capacities as a teacher (Setiawan,
2015).
Government, as one of the important components
in the process of developing teachers’
professionalism, keep making efforts so the
professional development can have significant
impact to the progress of education in Indonesia.
Peraturan Menteri Negara Pendayagunaan Aparatur
Negara dan Reformasi Birokrasi Nomor 16 Tahun
2009 about Jabatan Fungsional dan Angka
Kreditnya states that what it meant by continuous
professional development is the development of
teachers’ competences which is done based on the
needs, gradually and continuously to improve their
professionalism. The Ministry of Education and
Culture through the General Directorate of
Education Quality Enhancement and Education
Staffs in the year of 2008 issued the standard for
developing Kelompok Kerja Guru (KKG) for
elementary schools (SD/MI/SDLB) and
Musyawarah Guru Mata Pelajaran (MGMP) for high
school teachers (SMP/MTs/SMPLB,
SMA/MA/SMALB, and SMK/MAK).
Education Authority for Bantul Regency as the
one which is in charge for all the activities in
continuous professional development for teachers
has held various education events to support
teachers’ professionalism. Regularly and
systematically continuous professional development
for teachers is the key in the quality development of
Physical Education programs (Bechtel and
O’Sullivan 2006; Patton, Parker, and Pratt 2013).
Although the literature shows the need for evidence
regarding the impact of continuous professional
development initiatives on student learning, there is
a consensus that improvement in the quality of
student learning is, to some extent, reliant upon
improvements in the quality of teachers (Armour
2006; Armour and Yelling,2007).
There are certain events held to build teachers’
professionalism which are: upgrading, seminar,
training, certifying and other training programs
aimed to improve teachers’ quality in general and
Physical Education teachers in particular. Moreover,
to expand physical education teachers’ knowledge,
collaboration with educational universities was
created. Through those various events, the Education
Authority for Bantul Regency hopes for Physical
Education teachers’ professionalism and quality will
improve and able to meet the demands of education
that keeps developing.
Physical Education (PE) teachers are the most
important component in the effort of improving the
quality of the human resource and it needs a great
attention in relation to the profession. Most teachers
want to learn and improve, and Physical Education
teachers are not exception. Although their teaching
field is not subject to standardized testing, Physical
Education teachers seek to find support structures
The Meaning and Experience of Professional Development for Physical Education Teachers of Middle Schools
93
and development opportunities from within their
schools and districts so that they feel connected and
a part of the professional team (Woods, 2010). There
is an urgent need to specifically pay attention in
improving the quality and professionalism of PE
teachers especially in their teaching theories,
practicum and the standard of knowledge they need
to possess. Research results from various literatures
show that there are numbers of capacity elements to
improve the quality of the PE teaching and learning
process in school which are: (1) professional PE
teachers, which can be seen from their knowledge
and skill aspects, (2) students’ motivation, (3) the
curriculum, (4) the type and quality of the human
resources that supports the teaching and learning
process in the class and in this case is the PE
teachers, (5) the quantity and quality of interactions
each party in the school organization level, (6) the
material sources and (7) the management and
allocation of the school sources in the institution
level (Rachman, Anwar & Setiawan, 2015).
Considering the important role of PE teachers in
education system, there are still many primary
questions related to the condition of PE teachers in
Indonesia nowadays as the depiction of the issues
that need to be solved through government policies
and regulations about the founding and management
of PE teachers that need to be prepared, as follows:
(1) How are PE teachers placed as professional
workers and equal to other professional teachers
who in integrated manner are responsible to conduct
teaching and learning process according to their field
of duty in order to achieve the determined education
quality?; (2) How do PE teachers fulfill the required
qualifications as professional workers who are ready
to handle duties according to their area of expertise
and background knowledge?; (3) How do the PE
teachers show the professional quality needed as
educators in the teaching and learning process in
school?; (4) How do PE teachers show performance
according to their significant role as they actively
participate in the effective and efficient teaching and
learning process; (5) How are PE teachers given the
opportunities and facilities to expand their career,
knowledge and skill which support their
professionalism?; (6) How are PE teachers given the
trust and chances to take part in giving opinions in
the education policy decision making?; (7) How are
the education staff given the credit for their
performance?; (8) How are the PE teachers given
protection while they are serving as an educator; (9)
How are PE teachers given the appropriateness and
welfare in their service time; (10) How do PE
teachers meet the requirements and are managed in
the national range practice of education related to
the equity, expansion, quality, relevance,
competitiveness (the ability to perform excellently),
management of education staff, accountability and
imaging? (Rachman, Anwar & Setiawan, 2015).
From the efforts done by the Education
Authority of Bantul Regency, it is clear that
continuous professional development is one of the
most important activities which is obliged to be
conducted in each year. Therefore, there are still
many shortages in this event that need to be handled
especially for the teachers who participate. There are
still many teachers who have not understood the
meaning of taking part in the event. Whereas this
research is necessary in providing the information
scientifically and not only about how effective
professional development is but also the one that is
meaningful for both teachers and students (Armour,
2006).
2 RESEARCH METODS
2.1 Research Design
This research is a qualitative research with
phenomenology approach. The data collection
techniques used are in depth interview or open
ended interview.
2.2 Time and Place of Research
This research took place in Special Region of
Yogyakarta. The time was adjusted based on the
teachers’ availability in order to avoid disturbing
their working time.
2.3 Research Subject
The subjects of this research are 9 teachers of middle
schools and high schools in Special Region of
Yogyakarta. The subjects were chosen based on
some certain considerations.
2.4 Data Collection Techniques
The data analysis steps in phenomenology approach
are described as follows:(1)Early Stage, In this
stage, the researcher describes the whole
phenomenon experienced by the research subjects.
The whole recording from the interview with the
subjects was turned into written transcript;(2)
Horizontalization Stage, Horizontalization is finding
significance of statements said by the participants in
which each statement in the beginning is considered
as equal value in order to have significant
value;(3)Textural Description Stage, This stage is
about collecting statements of what the participants’
perspective in significance of teachers’ professional
development;(3)Structural Description Stage, In this
YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS
2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)
94
stage, the researcher classifies the questions into a
significance unit and then explains the significance
of how professional development happen
structurally such as finding the chronology, finding
details, classifying and finding explanations;(4)The
Stage of Describing the Essence of Significance and
Experience, This stage was done with the aim at
developing structural synthesis about the
phenomenon happened to the participant and
explaining structurally which means to explain how
such phenomenon happened.
3 RESEARCH RESULTS AND
DISCUSSION
3.1 Research Results
This research aimed at determining the experiences
of PE teachers in expanding their professionalism
and the significance which came along with the
experiences.
Using the phenomenology research principals,
the data were analyzed using 4 units or themes
including: the significance of professional
development, supports, obstacles and suggestions.
3.1.1 The Significance of Professional
Development
In this stage, analyzing the results of the activities in
professional development was done. There were
three sub-themes: developing teaching skill,
developing creativity and developing social network
:(1)Developing Teaching Skill, Professional
development in general aimed at expanding the
teaching skill in which so far the teaching and
learning process was considered monotonous. This
lead to the fact that the students feel they are not
well-motivated to engage in the teaching and
learning process and eventually the teaching and
learning process was not well conducted. With the
teachers’ experience in professional development
they would have more knowledge or skill they had
not mastered before and they would change the way
they teach which was primary considered not
effective. This reminds us that Physical Education
teaching and learning process should be able to
create environment which is conducive, fun,
comfortable and safe for the students; (2)Developing
Creativity, Not only creating conducive learning
environment, teachers also need to create new things
or actions and change the old or previous actions
that were not successful. It is needed to change the
learning style from conventional into more
interactive and variative learning style in which it
stays in the learning aspects. The monotonous
teaching and learning process caused the students to
feel bored and as the results they are reluctant to
participate in the teaching and learning process. This
is caused by the changing of people’s perspective in
seeing education as it keeps evolving. Therefore,
teaching and learning process needs to be changed
and adapted to match the devolution and change of
needs;(3)Developing Social Network, Getting new
relations and learning resources is important to
improve learning sources and learning insights.
Opening relations or social network among PE
teachers will help PE teachers to both improve their
teaching skill and open the opportunities for them to
grow.
3.1.2 Professional Development Experience
This stage is about analyzing the results of the
professional development activities that has been
done. There are six sub-themes: type of activities,
the content of the activities, motivation, time, place
and administrator:(1)Type of Activities, The type of
activities for professional development received by
PE teachers in middle schools and high schools in
Yogyakarta in general are Pelatihan Profesi Guru
(PLPG), Musyawarah Guru Mata Pelajaran
(MGMP), workshops about Kurikulum 2013,
workshops about action research (Peneltian
Tindakan Kelas/PTK), gymnastics training, tutorial
training, athletics coaching, presenting training, PE
education and training, counseling and referee
training. In general, professional development
experiences owned by middle school and high
school PE teachers in Yogyakarta are PLPG,
MGMP, curriculum training, gymnastics training
and workshops about action research. Other than
that, professional development owned by teachers
which is done individually is according to their skill
and specific sport branch they are majoring. Those
include referee training and athletics training as
development based on the individual achievement or
perseverance in a specific sport branch;(2)The
Content of the Activities, MGMP activities include
activities of renewing the education technology,
making learning media and props or discussing
teaching and PE class learning issues in which a
solution is needed and later can be used as a research
material. This aligns with what Mr. Rosyid as
follow:
The Meaning and Experience of Professional Development for Physical Education Teachers of Middle Schools
95
“We like to have a sharing or discussion session. We
talk about the obstacles we often found at schools or
talk about the facilities. In other words, from those
sharing and discussion we could gain more
knowledge and get solutions for our problems so
that our teaching and learning process are more
successful even though we have limited supporting
facilities;(3)Motivation, The process of self-
development is based on different teachers’ reasons
and motivation to participate in the professional
development activities. Professional development
experience of PE teachers in general is based on
their nescience, rising obstacles or their will to
improve their professionalism. As an example, here
is what Mrs. Yanti stated:“There are many worker
levels and the highest is IVa and the problems
emerge from the need to write an action research.
To this day, many PE teachers cannot finish their
action research. So many of the workshops held are
about conducting an action research.The problem
showed up often put PE teachers in a difficult
situation, haunted by the regulations and affected
their professionalism in doing their job. This is a
result of the teachers’ demands to be a professional
teacher who is skillful, capable and many other
requirements;(4)Time, Professional development
experience is obtained from the beginning when a
teacher teaches as their profession. MGMP activities
are held regularly and periodically according to the
program and meeting schedule that is already been
agreed upon. Moreover, self-development in
curriculum training is done alongside the changing
of the curriculum. Lastly, the activity which PE
teachers participate in is Kurikulum 2013 training.
As what Mrs. Yanti stated: “It was last year because
it was Kurikulum 2013. So for activities in 2015 it
has not been held yet. For 2015, it is mostly about
Kurikulum 2013;(5)Place and Administrator, The
curriculum training is administered by the main
office of Lembaga Penjaminan Mutu Pendidikan
(LPMP) and is held in a place which is easy to be
accessed and able to facilitate the training. The
training was held in SMA 5 as Mrs. Yanti said: “The
one held in SMA 5 was organized by the main office
of LPMP. It was held for 4 days if I am not
mistaken. It was on Monday, Tuesday, Wednesday
and Thursday and held from morning till evening.
This shows that professional development is
facilitated by the government so that the teaching
and learning process will be successful and aligned
with the purpose of the creation of the curriculum.
3.1.3 Supporting Factors
Professional development activities will not be
successfully held without the support from many
parties. This is because teachers will not be able to
work by themselves without the support from others
such as the school, government or official authority.
Generally, the professional development activities
held cost so much. According to the teachers, these
activities are supported by the fund coming from
officials or from schools. This argument is in
accordance with what Mr. Edi said: “About the
funding, it is usually handled by the authority.
Maybe the school helps”.
With the guarantee that it will be easier in terms
of funding, teachers will gladly participate in the
professional development activities. Furthermore,
teachers will certainly get the permission to take
part.
3.1.4 Obstacle Factors
The implementation of professional development
does not have that many obstacles so the
implementation can run smoothly. Most of the
teachers’ obstacles come from the time of the event.
It is supported by Mr. Tugas’ statement saying: “My
obstacle in joining the professional development
activities is maybe only on its timing. And I also
oppose to the time efficiency because of the busy
schedules of the teachers.”
The teachers’ busy schedules from teaching or
other activities outside their work can cause a
problem for teachers. The timing of the events is
often not in accordance with the availability for the
teachers since they have their own personal plan and
activity.
3.2 Discussion
From the interview from 9 participants, it was found
that the professional development activities was
participated by the PE teachers in Bantul Regency.
According to Zaenal A & Elham R (2007:155) the
types of teacher’s activity in the professional
development are: (1) conducting an educational
research, (2) finding the appropriate educational
technology, (3) creating educational media/props or
counseling, (4) writing articles, and (5) following the
curriculum development. The professional
development activities joined by elementary PE
teachers in Bantul Regency in general are MGMP,
PLPG, training, curriculum, gymnastics training and
action research workshop. In particular, professional
YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS
2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)
96
development activities participated by elementary
PE teachers in Bantul Regency are referee training
and coaching training for a specific sport branch.
Furthermore, professional development that is based
on working achievement is tutor training and
presenting training.
The differences in holding professional
development for PE teachers in Special Region of
Yogyakarta do not result in a serious matter. It is
because generally middle school and high school
teachers in Special Region of Yogyakarta get the
same opportunity which is participating in MGMP
events, PLPG and curriculum training. As stated by
Armour & Yelling, (2007) in specific, the
continuous professional development is supposed to
be centered on the teachers’ learning. It means that it
should focus on how the teachers learn to enrich and
expand their capacity as a teacher (Caly Setiawan,
2015).
As the need for education nowadays grows, it is
necessary to improve the quality of professional
teachers. This will lead to the state in which they
will have sufficient skill, capability and loyalty
towards the better education. What is called
professional work is a work in which it can only be
done by those who are specifically trained and
prepared for such work and not a work that can be
done by random people only because they cannot
have another job (Nana Sudjana, 1988 in Usman,
2005). In accordance with the statement, it shows
that a teacher is not someone who comes from the
people who have no competence and
professionalism in educating and teaching.
The raising of the education need forces teachers
to keep improving their quality in doing their job as
a teacher. The improvement of teachers’
professionalism is not only focused on the teachers
but also the education authority that needs to
facilitate the professional development activities for
teachers. By taking part in the activities, it will be
useful for the teachers. Basically, professional
development will be very beneficial for the teachers.
The improvement for teachers’ skill will be felt by
the presence of the new knowledge and new ideas
about education. As issues in education keep rising,
activities in effort to develop teachers’
professionalism will be able to provide solutions for
many problems encountered by the teachers.
According to Undang-Undang Republik Indonesia
Nomor 14 tahun 2005 about teachers and lecturers in
article 1 paragraphs 10, it is stated that competence
is a set of knowledge, skill and attitude which needs
to be owned, lived up to and mastered by teachers or
lecturers in performing their professional duty. Align
with the statement, professional development
activities are important because going through
formal education is not enough to be a professional
teacher. Therefore, teachers need to be highly
competent and own wide range of knowledge, skill
and attitude as an excellent teacher.
Professional development done in groups or
individually will be beneficial in improving the
education competence and quality. As stated by A.
Samana (1994:44) that working competence can be
manifested in a having meaningful attitude, social
value and fulfilling the specific working criteria
which is agreed and authorized by its profession
group or the community they served. It is because
PE teaching and learning process is not a process
that can be done solely inside the classroom.
Therefore, the professional development will
improve the teachers’ skill to present the teaching
and learning process in a nice way including
manipulating difficult and scary moves felt by the
students. As a result, it will help the students in
engaging the teaching and learning process.
Moreover, the invention of new things in the
learning process can be used as a way out for the
problem of the limited facilities that has been long
considered as the big obstacle of the learning
process.
4 CONCLUSION AND
SUGGESTIONS
4.1 Conclusion
Based on the formulation of the problem in this
research, it can be concluded that the significance of
professional development is that teachers can gain
more knowledge and improve their skill which they
can apply in the teaching and learning process.
Teachers get more skill which they can use to create
a teaching and learning process that is creative and
variative. Furthermore, professional development is
able to expand the social network among teachers in
which they can increase their motivation and insight
in expanding their knowledge and bettering their
skill. The most significant benefit of professional
development activities is improving the teachers’
quality so that they become more professional.
Professional development activities joined by
middle school and high school PE teachers in
Special Region of Yogyakarta in general are
MGMP, PLPG, curriculum training, gymnastics
training and action research workshop. In particular,
professional development joined by middle school
The Meaning and Experience of Professional Development for Physical Education Teachers of Middle Schools
97
and high school PE teachers in Special Region of
Yogyakarta is referee training and coaching training
for specific sport branch. Meanwhile, professional
development that is based on working achievement
is tutor training and presenting training.
Professional development activities are
supported by a fund that is guaranteed by the
authority and teachers need not to feel burdened by
the funding problem. However, teachers feel they
have problem with the scheduling in which the time
do not align with their schedules. Moreover,
professional development activities are considered
taking too much time.
4.2 Suggestion
Based on the results of this study, it is concluded
that some issues cannot yet be solved. Therefore,
some suggestions can be formed to improve the
activities in developing teachers’ professionalism.
The suggestions are: giving different kinds of
materials, which means that the materials given
should focus on each teacher’s profession; giving
longer time for practice activities so it will be easier
for teachers to understand it; placing the teachers
according to their profession so they are able to help
one another.
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