Confirmation of Candidature - Ikmanda Nugraha

Understanding the Professional Identity of Indonesian Science Teacher Educators

Abstract:

The challenges of science education globally are very complex, covering various aspects of the education system such as curriculum, schools, teachers, students, and facilities supporting the educational process. All of these aspects contribute to with many countries having less than optimal science achievements on international studies such as TIMMS and PISA. In addition, there has also been a decline in students' interest in science, which has resulted in a shortage of employees in the field of science. Meanwhile, global employment currently requires qualified experts in scientific related professions. In science education, science in schools is considered a complex subject with unattractive learning methods. Many efforts have been made to respond to these problems, ranging from policies to research on differing teaching pedagogies. These policies and research includes science education in schools, focusing on  improving the quality of the curriculum, teachers, and science learning processes.

The science teaching profession has received the most attention from these policies and research. While Initial Teacher Education Programs have received scrutiny, little research about the profession responsible for preparing science teachers has been conducted. In general, our common sense thinks that if the quality of the teacher determines the quality of the students, then the quality of the teacher is determined by the teacher educator. However, teacher educators are still a professional group that rarely gets attention in policy and research. Teacher educators are a more unique profession than K-12 classroom teachers. . The professional identity of the teacher has been conceptualized for a long time. In contrast, little work has been conducted on the professional identities of teacher educators. In addition, there are still very few formal educational processes and inductions that specifically prepare a person to work as a teacher educator. The current global trend is that the teacher educator profession requires someone who has a doctoral education; the amount of previous K-12 classroom experience or any expertise in teaching is often not a requirement.

While working as a teacher educator, the development of this professional identity is also very diverse, generally determined by a personal motivation to develop professionally. Unfortunately, the existing forms of support are still sporadic and the forms of support that teacher educators specifically need are not fully identified. In response to this situation, it is necessary to have a deep understanding of the professional identity of teacher educators Therefore, this study will focus on exploring the professional identity of teacher educators who specifically work in science teacher education (Science Teacher Educators), existing and non-existing forms of support for the profession, and what demographic information determines the formation of professional identity and professional growth. This study is essential because the professional identity of teacher educators is very diverse in teaching, research, and professional qualifications, which also determine their professional needs and growth so that they are best prepared to fulfill their duties and roles as Science Teacher Educators.

This study is mixed-method research, using quantitative and qualitative data sources. The design used in this study is an exploratory design, which means that quantitative data collection will be carried out first, followed by qualitative data collection. The form of quantitative data collection will use surveys, and qualitative data collection will be carried out through focus group discussions. Participants in this study are Science Teacher Educators who work in one of the faculties of mathematics and science education at one of the largest educational universities in Indonesia. The Science Teacher Educators involved in this research consist of Science Teacher Educators in biology, chemistry, physics, and integrated science. The target participants are Science Teacher educators with various backgrounds and working experiences. With this study, it is hoped that the professional identity of science teacher educators can be described so that they can contribute to policy directions that can be taken related to the science teacher educator profession, specifically for Indonesia but also for similar countries.

Supervisors:
Professor Patricia Morrell
Associate Professor Ian Hardy

Panel:
Associate Professor Kim Nichols
Dr Kate McLay

Date: Friday 11 November 2022                             

Time: 1pm - 2pm

Venue: 24-S638, Conference room

Zoom link: https://uqz.zoom.us/j/89260320700

All HDR candidates and advisors are welcome to attend the presentation.