Continuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that supports students in achieving their expected program/course learning outcomes. However, teachers’ access to quality TPD is a challenge due to geographical limitations, gender, special needs, marginalized communities, and the government’s policies, or lack of policies, regarding teachers. There are tensions between quality and equity, and cost implications that may hinder the scaling up of quality TPD programs. This paper adopts an activity theory approach to examine how a teacher learning center (TLC) in a regency of Indonesia enhances teachers’ access to quality TPD. The findings reveal that teachers learn in the TLC through different TPD activities. Information and Communication Technologies (ICT) are found to mediate the professional learning activities, learning resources, learning support, and assessments in the TLC. Furthermore, three key stakeholders—the local government, teacher working groups, and school principals—play significant roles in supporting teachers’ professional learning in the TLC. Copyright © 2020 The Author(s).
|Journal||Asia Pacific Education Review|
|Early online date||19 Nov 2020|
|Publication status||Published - Dec 2020|
CitationLim, C. P., Juliana, & Liang, M. (2020). An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia. Asia Pacific Education Review, 21(4), 525-538. doi: 10.1007/s12564-020-09654-w
- Teacher professional development (TPD)
- Activity theory
- Teacher learning center