The impacts of in-service teacher professional training on the development of teachers’ pedagogical content knowledge: insights from junior high school teachers in Mataram, Lombok,Indonesia

Abstract

This paper reports the evidence of the teachers’ change of practice concerning the implementation of a national program known as In-service Development and Improvement of Teacher Profession for high school teachers in Mataram, Lombok. The study borrowed Shulman’s pedagogical content knowledge (PCK) principles as a lens to frame the phenomenon under investigation concerning teachers’ change of professional practices. The study aims to (a) assess the growth of English teachers’ pedagogical content knowledge and (b) reveal their perceived change of practice after participating in the professional developments. The study employed a qualitative method and the data were mainly drawn from in-depth interviews with 10 teachers from 5 junior schools in Mataram. The findings of the study identify that the in-service professional development had given the teachers positive impacts concerning the development of their pedagogical content knowledge. The study also reveals evidence of various change of practice that occurred among individual teachers