Kholis, Nur (2022) Data-informed Teacher Training in Islamic Schools to Impact Effective Professional Development. Islamic Studies Journalfor Social Transformation, 6 (2). pp. 75-95. ISSN 2615-1286 (Print); 2686-0619 (Online)
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Abstract
This article challenges the assumption that teacher training programs need not to be based on data-informed decision making. It argues that such an approach neglects the contextual factors and the agency of the teachers in shaping their own professional development. Using a qualitative research method, the article presents a multiple case study of three islamic elementary schools in Pekalongan, Indonesia that have implemented data-informed teacher training programs. The findings reveal that teacher forums play a crucial role in determining the content and format of the training programs, that islamic teachers face various challenges in adapting to the digital era, and that the foundation management has a significant influence on the quality and sustainability of the training programs. The article concludes that teacher training programs should be more responsive to the needs and preferences of the teachers, rather than being imposed by mere trends and trial and error.
Item Type: | Article |
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Uncontrolled Keywords: | Teacher training programs, Teachers forum, School foundation involvement |
Subjects: | 200 RELIGION (AGAMA) > 290 Other Religions (Agama Selain Kristen) > 297.07 Education of Islam and Topics Related/Pendidikan Islam, Penelitian Islam dan Topik yang Berkaitan 300 SOCIAL SCIENCE ( ILMU SOSIAL ) > 370 Education (Pendidikan) > 371.1 Teachers and Teaching/Guru, Tenaga Pendidik, Tenaga Pengajar |
Divisions: | Fakultas Tarbiyah dan Ilmu Keguruan > Jurusan Pendidikan Agama Islam |
Depositing User: | Kholis Nur |
Date Deposited: | 26 Apr 2023 09:01 |
Last Modified: | 26 Apr 2023 09:01 |
URI: | https:///id/eprint/871 |
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