Comparative Study of Teacher Professional Development Programs in Indonesia and Finland
Keywords:
development, teacher, comparativeAbstract
Teacher professional development is an important element in improving the quality of education. This study aims to compare the teacher professional development system (TPD) in Indonesia and Finland, including basic concepts, early education, forms of training, as well as evaluation and its impact on learning practices. The method used is a literature study with a descriptive qualitative approach, whose data is obtained from education policy documents, scientific journals, and reports from international institutions such as the OECD and UNESCO. The results of the study show that Finland implements a reflection, research, and collaboration based TPD system, with initial education demanding a master's degree and an emphasis on real practice. On the other hand, Indonesia still faces various challenges such as a top-down training approach, uniform training content, time constraints, and an evaluation system that is more administrative than reflective. The conclusion of this study confirms that the Finnish approach that emphasizes autonomy and trust in teachers can be an important inspiration for reform of the TPD system in Indonesia to be more adaptive, contextual, and sustainable.
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