Managing the barriers and enablers to the transfer of teachers learning from professional development programs

Maasje, Dadoali Fietje (2018) Managing the barriers and enablers to the transfer of teachers learning from professional development programs. Masters thesis, Universitas Pelita Harapan.

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Abstract

Dalam melakukan tugas-tugasnya, guru memerlukan dukungan untuk mengembangkan keterampilan mengajarnya yang pada akhirnya akan memampukan mereka membantu para siswa mereka untuk sukses. Namun disayangkan, kebanyakan pelatihan yang diadakan di organisasi gagal untuk diterapkan dalam pekerjaan. Penelitian ini memiliki lima tujuan; pertama untuk mengetahui faktor-faktor yang paling kuat hubungannya dengan kecenderungan guru menerapkan pembelajaran mereka; kedua, untuk menyelidiki adanya hubungan antara kecenderungan guru menerapkan hasil pembelajaran mereka dengan tipe mata pelajaran yang diajar; ketiga dan keempat, untuk mengidentifikasi faktor-faktor penghalang dan pendorong transfer pembelajaran guru ke dalam praktik mengajar mereka; dan terakhir, untuk memberi rekomendasi cara-cara mengatasi faktor penghalang dan memanfaatkan faktor pendorong secara optimal agar sistem transfer menjadi lebih efektif dan dapat mendukung transfer pembelajaran guru dengan lebih baik. Penelitian ini menerapkan metoda campuran (mixed methods) dengan metoda kuantitatif sebagai yang dominan. Data dikumpulkan menggunakan survei daring Learning Transfer System Inventory (LTSI) dan pertanyaan-pertanyaan terbuka, Penelitian ini mengidentifikasi lima penghalang terhadap transfer pembelajaran, yang terdiri atas kapasitas personal untuk mentransfer, dampak personal negatif, dampak personal positif, sangsi dari atasan, dan ketertutupan/keterbukaan terhadap perubahan. Melalui penelitian ini juga ditemukan bahwa faktor-faktor karakteristik pembelajar merupakan faktor-faktor yang paling dominan dalam menentukan transfer pembelajaran oleh guru dan peran jenis mata pelajaran yang diajar tidak begitu penting dalam menentukan kecenderungan guru untuk mentransfer pembelajaran mereka. / In doing their job, teachers need support to develop their practices be able to help their students to succeed. Unfortunately, much of the learning from professional development programs in organizations fails to transfer. This study serves five purposes; first, to find out the factors that has the most dominant relationship with teachers’ likeliness to transfer learning; second, to investigate whether the type of subject teachers teach has a relationship with teachers’ likeliness to transfer their learning; third and fourth, to identify the barriers and enablers to teachers’ transfer of learning into their teaching practices; and lastly, to recommend ways to overcome the barriers and employ transfer enablers optimally to make the transfer system more effective and better support the teachers’ transfer of learning. The research used quantitative dominant mixed-method. The data was collected using the online Learning Transfer System Inventory (LTSI) and open-ended questions. This research identifies five barriers to the transfer of learning, which include personal capacity to transfer, negative personal outcomes, positive personal outcomes, supervisor sanctions, and resistance-openness to change. It is determined that learner characteristic factors have the strongest relationship with teachers’ likeliness to transfer their learning and the type of subject taught have insignificant relationship with teachers’ transfer of learning.

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