Transforming Teacher Performance: The Impact of Training and Professional Development on Competence Improvement
Main Article Content
Abstract
In order to improve the quality of education, the transformation of teacher performance is crucial and depends on adequate training and continuous professional development that improves competence in various aspects. Structured training programmes that meet the specific needs of teachers are key to creating significant changes in their performance so that they can effectively respond to the challenges of modern education. The purpose of this study is to explore the various elements of the impact of training and professional development including digital competencies that focus on improving teacher performance. This research uses the literature study method as the main approach. The results of this study highlight the importance of ongoing training and professional development to improve teachers' competencies, especially in the face of new challenges such as technology integration. By identifying successful training programmes in various studies, education systems can become more effective in improving teacher performance.. The conclusions of this study confirm that continuous training and professional development, as well as the relevance of training programmes to the teaching context, are key factors in transforming teacher performance. The implementation of a comprehensive training strategy, covering aspects of technology, intercultural skills and evidence-based practice, can significantly improve teachers' competencies and, in turn, student learning outcomes.
Article Details
How to Cite
SUBEKTI, Mukodas Arif; SURYADI, Suryadi; AHMAD, Masduki.
Transforming Teacher Performance: The Impact of Training and Professional Development on Competence Improvement.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 9, n. 1, p. 218-229, dec. 2024.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3142>. Date accessed: 30 may 2026.
doi: https://doi.org/10.18860/icied.v9i1.3142.
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Articles
References
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Ketelhut, D. J. (2020). Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science. Journal of Science Education and Technology, 29(1), 174–188. https://doi.org/10.1007/s10956-019-09798-4
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Leonard. (2020). Development of teacher research competency training system in Indonesia: A need analysis. Universal Journal of Educational Research, 8(5), 2064–2070. https://doi.org/10.13189/ujer.2020.080544
Marin-Suelves, D. (2020). Digital Competence in Schools: A Bibliometric Study. Revista Iberoamericana de Tecnologias Del Aprendizaje, 15(4), 381–388. https://doi.org/10.1109/RITA.2020.3033207
Martono, N. (2018). Metode Penelitian Kuantitatif Analisis Isi dan Analisis Data Sekunder. Jakarta: PT RajaGrafindo Persada.
Méndez, D. (2022). Digital Teaching Competence in Teacher Training as an Element to Attain SDG 4 of the 2030 Agenda. Sustainability (Switzerland), 14(18). https://doi.org/10.3390/su141811387
Mestika, Z. (2014). Metode Penelitian Pustaka. Jakarta: Yayasan Pustaka Obor Indonesia.
Montes, C. d. P. G. (2023). ICT training for educators of Granada for working with people with autism. Heliyon, 9(3). https://doi.org/10.1016/j.heliyon.2023.e13924
Moreno-Pino, F. M. (2021). Study of the presence of sustainability competencies in teacher training in mathematics education. Sustainability (Switzerland), 13(10). https://doi.org/10.3390/su13105629
Nazaretsky, T. (2022). Teachers’ trust in AI-powered educational technology and a professional development program to improve it. British Journal of Educational Technology, 53(4), 914–931. https://doi.org/10.1111/bjet.13232
Okolie, U. C. (2020). Does PhD qualification improve pedagogical competence? A study on teaching and training in higher education. Journal of Applied Research in Higher Education, 12(5), 1233–1250. https://doi.org/10.1108/JARHE-02-2019-0049
Ortega-Sánchez, D. (2020). Self-perception and training perceptions on teacher digital competence (TDC) in Spanish and French university students. Multimodal Technologies and Interaction, 4(4), 1–13. https://doi.org/10.3390/mti4040074
Pérez-Jorge, D. (2020). Training in Digital Skills in Early Childhood: Education Teachers The Case of the University of La Laguna. International Journal of Interactive Mobile Technologies, 14(20), 35–49. https://doi.org/10.3991/IJIM.V14I20.17339
Popova, A. (2022). Teacher Professional Development around the World: The Gap between Evidence and Practice. World Bank Research Observer, 37(1), 107–136. https://doi.org/10.1093/wbro/lkab006
Rich, P. J. (2021). Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking. Computers and Education, 168. https://doi.org/10.1016/j.compedu.2021.104196
Riyanto, Wahyu Hidayat, Mohyi, A. (2020). Metodologi Penelitian Ekonomi. Malang: UMM Press.
Romero-Tena, R. (2020). The challenge of initial training for early childhood teachers. A cross sectional study of their digital competences. Sustainability (Switzerland), 12(11). https://doi.org/10.3390/su12114782
Romijn, B. R. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. In Teaching and Teacher Education (Vol. 98). https://doi.org/10.1016/j.tate.2020.103236
Ruiz-Palmero, J. (2020). Big data in education: Perception of training advisors on its use in the educational system. Social Sciences, 9(4). https://doi.org/10.3390/SOCSCI9040053
Sancar, R. (2021). A new framework for teachers’ professional development. In Teaching and Teacher Education (Vol. 101). https://doi.org/10.1016/j.tate.2021.103305
Sari, M. (2020). Penelitian Kepustakaan ( Library Research ) dalam Penelitian Pendidikan IPA. 6(1), 41–53.
Sims, S. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841
Smith, C. (2023). Research on Professional Development and Teacher Change: Implications for Adult Basic Education. In Review of Adult Learningand Literacy: VOLUME 7: Connecting Research, Policy, and Practice (Vol. 7, pp. 205–244). https://doi.org/10.4324/9781003417996-7
Solís-Espallargas, C. (2020). How to improve sustainability competences of teacher training? Inquiring the prior knowledge on climate change in primary school students. Sustainability (Switzerland), 12(16). https://doi.org/10.3390/su12166486
Urbani, C. (2020). Teacher continuing professional development and team-working competences: A case study from Italy. International Journal for Research in Vocational Education and Training, 7(2), 237–255. https://doi.org/10.13152/IJRVET.7.2.6
Yekimov, S. (2023). Training of teachers for teaching in the conditions of distance education. In E3S Web of Conferences (Vol. 420). https://doi.org/10.1051/e3sconf/202342010042
Zhang, X. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714–731. https://doi.org/10.1080/02607476.2021.1942804
Blasco-Serrano, A. C. (2022). Incorporation of ICT into preservice teacher training using the Flipped Classroom so as to enhance inclusive education. Edutec, 79, 9–29. https://doi.org/10.21556/edutec.2022.79.2393
Bowman, M. A. (2022). Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education, 54(2), 188–204. https://doi.org/10.1080/15391523.2020.1830895
Caballero-Cobos, M. (2022). Teacher training on neuroeducation for improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental study. Revista de Psicodidactica, 27(2), 158–167. https://doi.org/10.1016/j.psicod.2022.04.001
Cardenas, M. M. (2021). A teacher training proposal for classroom conflict management through virtual reality. In Proceedings - IEEE 21st International Conference on Advanced Learning Technologies, ICALT 2021 (pp. 373–375). https://doi.org/10.1109/ICALT52272.2021.00120
Chusni, M. M., Andrian, R., Sariyatno, B., Hanifah, D. P., Lubis, R., Fitriani, A., Noviyanto, T. S. H., Herlina, M., Wardani, K. D. K. A., & Parera, M. M. A. E. (2021). Strategi Belajar Inovatif. Pradina Pustaka.
Didion, L. (2020). Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects. Journal of Research on Educational Effectiveness, 13(1), 29–66. https://doi.org/10.1080/19345747.2019.1670884
Elías, M. (2022). Development of digital and science, technology, engineering, and mathematics skills in chemistry teacher training. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.932609
Fernández-Batanero, J. M. (2022). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389
Ferreira, M. (2021). Teachers’ well-being, social and emotional competences, and reflective teaching - a teacher’s continuous training model for professional development and well-being. In International Approaches to Promoting Social and Emotional Learning in Schools: A Framework for Developing Teaching Strategy (pp. 109–130). https://doi.org/10.4324/9781003093053-9
Galindo-Domínguez, H. (2021). Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education. Journal of Digital Learning in Teacher Education, 37(4), 262–278. https://doi.org/10.1080/21532974.2021.1934757
Garcia-Esteban, S. (2021). The effect of telecollaboration in the development of the Learning to Learn competence in CLIL teacher training. Interactive Learning Environments, 29(6), 973–986. https://doi.org/10.1080/10494820.2019.1614960
García, J. M. G. V. (2022). Teacher Training for Educational Change: The View of International Experts. Contemporary Educational Technology, 14(1). https://doi.org/10.30935/cedtech/11367
Gómez-García, M. (2020). The training and use of ICT in teaching perceptions of melilla’s (spain) mathematics teachers. Mathematics, 8(10). https://doi.org/10.3390/MATH8101641
Gràcia, M. (2020). Development and assessment of communicative competence in initial teacher training. Revista Iberoamericana de Educacion Superior, 11(30), 115–136. https://doi.org/10.22201/iisue.20072872e.2020.30.591
Ha, X. Van, & Murray, J. C. (2021). The impact of a professional development program on EFL teachers’ beliefs about corrective feedback. System, 96. https://doi.org/10.1016/j.system.2020.102405
Howard, S. K. (2021). What to teach? Strategies for developing digital competency in preservice teacher training. Computers and Education, 165. https://doi.org/10.1016/j.compedu.2021.104149
Julia, J. (2022). Improving Elementary School Teachers’ Competence in Composing Thematic Songs: An Action Research. Pegem Egitim ve Ogretim Dergisi, 12(1), 131–141. https://doi.org/10.47750/pegegog.12.01.12
Karlberg, M. (2022). The professional development needs of beginning and experienced teachers in four municipalities in Sweden. Professional Development in Education, 48(4), 624–641. https://doi.org/10.1080/19415257.2020.1712451
Ketelhut, D. J. (2020). Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science. Journal of Science Education and Technology, 29(1), 174–188. https://doi.org/10.1007/s10956-019-09798-4
Lacal, M. R. P. (2022). Initial teacher training in linguistic competence: comparative study between Early Childhood and Primary Education degrees Teachers. Revista Interuniversitaria de Formacion Del Profesorado, 98(36), 29–50. https://doi.org/10.47553/rifop.v98i36.2.93768
Leonard. (2020). Development of teacher research competency training system in Indonesia: A need analysis. Universal Journal of Educational Research, 8(5), 2064–2070. https://doi.org/10.13189/ujer.2020.080544
Marin-Suelves, D. (2020). Digital Competence in Schools: A Bibliometric Study. Revista Iberoamericana de Tecnologias Del Aprendizaje, 15(4), 381–388. https://doi.org/10.1109/RITA.2020.3033207
Martono, N. (2018). Metode Penelitian Kuantitatif Analisis Isi dan Analisis Data Sekunder. Jakarta: PT RajaGrafindo Persada.
Méndez, D. (2022). Digital Teaching Competence in Teacher Training as an Element to Attain SDG 4 of the 2030 Agenda. Sustainability (Switzerland), 14(18). https://doi.org/10.3390/su141811387
Mestika, Z. (2014). Metode Penelitian Pustaka. Jakarta: Yayasan Pustaka Obor Indonesia.
Montes, C. d. P. G. (2023). ICT training for educators of Granada for working with people with autism. Heliyon, 9(3). https://doi.org/10.1016/j.heliyon.2023.e13924
Moreno-Pino, F. M. (2021). Study of the presence of sustainability competencies in teacher training in mathematics education. Sustainability (Switzerland), 13(10). https://doi.org/10.3390/su13105629
Nazaretsky, T. (2022). Teachers’ trust in AI-powered educational technology and a professional development program to improve it. British Journal of Educational Technology, 53(4), 914–931. https://doi.org/10.1111/bjet.13232
Okolie, U. C. (2020). Does PhD qualification improve pedagogical competence? A study on teaching and training in higher education. Journal of Applied Research in Higher Education, 12(5), 1233–1250. https://doi.org/10.1108/JARHE-02-2019-0049
Ortega-Sánchez, D. (2020). Self-perception and training perceptions on teacher digital competence (TDC) in Spanish and French university students. Multimodal Technologies and Interaction, 4(4), 1–13. https://doi.org/10.3390/mti4040074
Pérez-Jorge, D. (2020). Training in Digital Skills in Early Childhood: Education Teachers The Case of the University of La Laguna. International Journal of Interactive Mobile Technologies, 14(20), 35–49. https://doi.org/10.3991/IJIM.V14I20.17339
Popova, A. (2022). Teacher Professional Development around the World: The Gap between Evidence and Practice. World Bank Research Observer, 37(1), 107–136. https://doi.org/10.1093/wbro/lkab006
Rich, P. J. (2021). Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking. Computers and Education, 168. https://doi.org/10.1016/j.compedu.2021.104196
Riyanto, Wahyu Hidayat, Mohyi, A. (2020). Metodologi Penelitian Ekonomi. Malang: UMM Press.
Romero-Tena, R. (2020). The challenge of initial training for early childhood teachers. A cross sectional study of their digital competences. Sustainability (Switzerland), 12(11). https://doi.org/10.3390/su12114782
Romijn, B. R. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. In Teaching and Teacher Education (Vol. 98). https://doi.org/10.1016/j.tate.2020.103236
Ruiz-Palmero, J. (2020). Big data in education: Perception of training advisors on its use in the educational system. Social Sciences, 9(4). https://doi.org/10.3390/SOCSCI9040053
Sancar, R. (2021). A new framework for teachers’ professional development. In Teaching and Teacher Education (Vol. 101). https://doi.org/10.1016/j.tate.2021.103305
Sari, M. (2020). Penelitian Kepustakaan ( Library Research ) dalam Penelitian Pendidikan IPA. 6(1), 41–53.
Sims, S. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841
Smith, C. (2023). Research on Professional Development and Teacher Change: Implications for Adult Basic Education. In Review of Adult Learningand Literacy: VOLUME 7: Connecting Research, Policy, and Practice (Vol. 7, pp. 205–244). https://doi.org/10.4324/9781003417996-7
Solís-Espallargas, C. (2020). How to improve sustainability competences of teacher training? Inquiring the prior knowledge on climate change in primary school students. Sustainability (Switzerland), 12(16). https://doi.org/10.3390/su12166486
Urbani, C. (2020). Teacher continuing professional development and team-working competences: A case study from Italy. International Journal for Research in Vocational Education and Training, 7(2), 237–255. https://doi.org/10.13152/IJRVET.7.2.6
Yekimov, S. (2023). Training of teachers for teaching in the conditions of distance education. In E3S Web of Conferences (Vol. 420). https://doi.org/10.1051/e3sconf/202342010042
Zhang, X. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714–731. https://doi.org/10.1080/02607476.2021.1942804