66 TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT Beyond Words Vol.6 No.2 (2018) Challenges and Resources in CPD for In-Service Teachers: Establishing Communities of Inquiry PriskaPramastiwi priskapram@gmail.com Anita Lie SantiWidiati Trianawaty Lie Widya Mandala Catholic University Surabaya Surabaya, Indonesia Abstract As teachers are reflective pedagogical thinkers, in-service continuing professional develop- ment (CPD) is imperative. Previous studies reveal that insufficient school support and teach- er’s incapacity to reflect on their practices recurrently hamper CPD. However, biographical inquiries, encompassing in-service challenges and resources employed in CPD, are scant. This study investigated (a) thechallenges teachers face in improving their professionalism, and (b) the perceived positive influence of engaging in a community of inquiry (CoI) on pro- fessional development. We conducted an in-depth analysis of fifteen Indonesian teachersat differing professional stages. Data from reflective essays and semi-structured interviews dis- closed that the perennial challenges faced are time management and the lack of access to a wider learning community. A notable finding is thatonly a small minority of teachers sough- texternal resources or indulged in a reflective inquiry due to a possible overreliance on the top-down structured CPD scheme within the school management. Upon partaking in an on- line CoI in a MOOC on ICT, the participants confirmed the easy integration of novelideas and repurposed the suggested digital tools to alleviate daily teaching challenges. Moreover, the teachers harnessed their metacognitive skills to immerse in collegial discussion with a diverse professional network, and collaborativelyconstruct understanding. Keywords: continuing professional development; challenges, community of inquiry; MOOC Introduction Teacher quality is the key to improving students’ achievement. However, in many countries including Indonesia, the teaching profession is still characterized by its low quality and levels of competence, which remains unchanged after a decade of educa- tion reforms. In many school systems, teachers are seldom given opportunities to undergocontinuing professional develop- ment (CPD). They have long hours of teaching (more than 28 periods of teaching in a week), demanding paperwork, student counseling, and various extra-curricular work. On the upside, despite the absence of nationwide standardizes strategy, a few school systems have demonstrated a com- mitment to improving their teacher quality and engaging their teachers in continuous professional development. Schleicher (2015) reported that teachers in Indonesia attending teacher development program of which district office and the school supervisors involved feel more con- fident and better prepared. While improving mailto:priskapram@gmail.com� TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT 67 teacher quality is underway in several projects designed to enhance teacher educa- tion and certification programs in Indonesia, it would take several years before school systems could provide evidence that they are developing effective teachers (de Kon- ing, 2012, Chang et al. 2014). In some countries, CPD is successful (Schleicher, 2015), and in some others, CPD is ineffective because, among others, they are top-down, a “fix-it” approach, teachers are reluctant, prescriptive ideas, one-size- fits-all techniques, fixed and untimely deli- very methods, little or no follow–up, decon- textualized programs, lack of proper evalua- tion, pedagogical (child-centered) instruc- tion(Díaz-Maggioli, 2014). Walter and Briggs (2012) reported studies of teacher professional development showing that suc- cessful CPD introduces practical knowledge and skills to help students achieve their learning outcomes. Schleicher (2015) re- ported that teachers in Indonesia attending teacher development program of which dis- trict office and the school supervisors in- volved feel more confident and better pre- pared. These findings are consistent with Ebersöhn et al. (2015) who find that school intervention for in-service teachers in high- risk and high-need schools in South Africa motivated teachers to gain competency and optimism, demonstrate management skills, and make valuable contributions in a group. Not all teacher development programs are effective. Chang et al. (2014) argued that one-off seminars and in-service short courses in cascade fashion did not make de- velopment programs in Indonesia effective. Czerniawski (2011) reported that teachers in England, Norway and Germany joining pro- fessional development programs were dissa- tisfied with the quality and outcomes. Díaz- Maggioli (2014) identified eleven ineffec- tive factors of professional development, they are top-down decision-making, a “fix- it” approach, lack of program ownership among teachers, prescriptive ideas, one- size-fits-all techniques, fixed and untimely delivery methods, little or no follow–up, decontextualized programs, lack of proper evaluation, pedagogical (child-centered) in- struction. The restructuring of current CPD schemes into a Community of Inquiry (CoI), which adopts a more reflective and meta- cognitive approach, may be necessary. With the prevalence of Information and Commu- nications Technology (ICT), a localized, contextual and reciprocal program harness- ing collegial support from like-minded pro- fessional communities is more feasible than ever. A particular form of technology- enhanced CPD scheme, namely a Massive Open Online Course (MOOC), constructed and operated by Indonesian teachers to mi- tigate the challenges other local teachers encounter within their day-to-day teaching, is highlighted. This paper reports the study investigat- ing (1) the challenges teachersface in en- hancing their quality as teachers, and (2) the advantages of partaking in an online learn- ing communityto meet such professional demands. These broad research objectives are articulated into the following research questions: 1. What challenges do teachers face in enhancing their quality as teachers? 2. According to the teachers’ percep- tion, how does engaging in an online com- munity of inquiryease their professional de- velopment? 68 TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT Beyond Words Vol.6 No.2 (2018) Literature Review This research stems from the necessity of CPD for teachers as lifelong learners and reflective pedagogical thinkers (Grossman, 1992). Through CPD, teachers as profes- sional beings with authority, autonomy and informed judgment to make decisions in the classroom, transcend beyond being “techni- cians” who strategize quick fixes for prob- lems without restructuring their views and moral obligations (Day, 1999). Having received teacher training does not grant any teacher exemption from main- taining high quality. A tendency in teacher education is that student teachers opt for simple and applicable “tips and tricks” al- though teacher educators do promote more reflective, academic and theoretical ap- proaches (Treagust, Won, Petersen & Wynne, 2015). Davis, Petish and Smithley (2006) corroborate on the depth of teacher training in that its graduates focus on the somewhat technical-superficial aspects (e.g. classroom management and attention draw- ing) as opposed to more rudimentary aspects of acknowledging learners’ ideas and back- grounds. Another example is how early childhood teachers enter the profession based on the misinterpretation that early childhood teaching is comparable to being able to “handle” children with fun activities, overseeing other pressing roles, e.g. dealing with parents, instilling values (Mahmood, 2013). Considering the limited pre-service teaching practice, teachers do not fully en- counter such interpersonal demands until they enter the profession. To hone learners’ conceptual under- standing, teachers need to have in-depth and adaptable knowledge of the field, which could be enhanced through professional de- velopment (Borko, 2004). A common issue is that schools not only in Indonesia, but also worldwide, accept under qualified teachers (Treagust et al., 2015). Particularly in Indonesia, schools in rural areas where stringent educational policies are also en- forced may have teachers with no educa- tional qualifications, or only high school diplomas (Supriyanti, 2012). Furthermore, when there are opportunities for dialogs with other professionals, CPD lessens the loneliness or isolation in teaching and the stigma for in-service teachers to ask for help (Beltman, Mansfield & Price, 2011). Miller, Ray, Dove and Kenreich (2000) report that CPD programs involving collective partici- pation encourage teachers to design new learning experiences both for students and their own personal satisfaction. Teachers’ Challenges Despite how imperative CPD is, teach- ers find difficulties to engage in such activi- ty or to reap benefits from following one. The majority of previous research centers on what constitutes an effective program (e.g. Garet, Porter, Desimone, Birman& Yoon, 2001), yet research highlighting the ob- stacles teachers face in current CPD schemes and how they resolve them is scant. Two issues are worth discussing in examin- ing the challenges in improving professional development: insufficient school support and incapacity to reflect. Insufficient School Support.An ac- commodating school administration or a TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT 69 supportive principal greatly aids teachers’ professional growth (Towers, 2012). A re- current reason behind why teachers are stagnant or even leave the profession entire- ly is the lack of support, e.g. the absence or inadequacy of induction program, ongoing CPD scheme or peer-support (Jacob, 2007). Furthermore, commonly practiced CPD schemes are traditional (one-time work- shops and irregular trainings) and short on time, activities and relevant content (Bir- man, Desimone, Porter &Garet, 2000), lack- ing competent presenters/trainers for remote areas (Broadley, 2010) or missing the integral factor of feedback/follow-up due to funding (Ingvarson, Meiers, & Beavis, 2005). Additionally, a shortage of resources, such as laboratories and technology devices hinder teachers’ initiative to test out cutting- edge methods they are introduced to in CPD trainings (Tanang, Djajadi, Abu &Mokhtar, 2014). Towers (2012) also reported that low access to supporting materials exacerbate teachers’ reluctance to apply a new curricu- lum although training is provided. Incapacity To Reflect.Broadley’s study (2010) of teachers in rural areas reveal that professional learning communities for critical self-reflections and sharing with other teachers are invaluable. Avalos (2011) further asserts that co-learning, networking, and exchanges within one school and inter- schools emulate the natural desire of teach- ers to talk. Furthermore, when teachers are asked to observe themselves on tape and self-reflect, they were unable to pinpoint their weaknesses thus achieving little skill improvement (Hill, Beisiegel, & Jacob, 2013). However, teachers’ inability to make time to form this “professional learning cul- ture” is a resounding issue due to teachers’ heavy workload or personal restrictions (skills, knowledge, other non-teaching re- sponsibilities) (Day, 1999, p.60). In addi- tion, in the case that schools do promote collaborative CPD through mentoring, the trainings or guidelines for respective coach- es are often obscure (Rhodes &Beneicke, 2002). Other cases where mentoring projects are inefficient are due to a clash between trainers and trainees’ teaching be- liefs or routines as a result of unclear men- toring protocols (Barrett, Jones, Mooney, Thornton, Cady, Guinee, Olson, 2002). This review of past research shows a constant tug-of-war between school’s at- tempts to conduct CPD and teachers’ expec- tations or capabilities. Therefore, the present research investigating how teachers mitigate such situations is worthwhile. Technology enhanced CPD to ease pro- fessional challenges To mitigate the limited opportunities to reflect and connect to professional learning communities, we recommend engaging teachers in context-specific regional projects with direct contribution to problems in their individual setting. This form of CPD derives from “teacher inquiry”, involving a reci- procal flow between curriculum objectives, institutional needs, local factors including the needs and responses of learners, and the wider professional networks and communi- ties. A metacognitive approach, or “learning to learn” needs to be adopted (Phelps, Gra- ham, & Kerr, 2004), i.e., CPD workshops need to consider teachers’ existing know- ledge. Program goals and achievement are self-regulated rather than imposed - teachers should recognize, express and follow goals independently. A prevailing impediment in the design of CPD is that teachers within a school possess inadequate knowledge of their colleagues’ current skills and expecta- tions (Smeed&Jetnikoff, 2016). By contrast, teacher inquiry catalyzes localized or con- text bound projects bearing direct relevance, i.e., enhanced teacher professionalism and 70 TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT Beyond Words Vol.6 No.2 (2018) fruitful learning processes in the classroom (Tondeur, Forkosh-Baruch, Prestridge, Al- bion &Edirisinghe, 2016). Information and Communications Technology (ICT) may serve as a medium to support reflective and metacognitive CPD. Web-based tools and e-learning plat- forms have proliferated, allowing self- directed learning, yet offering collaboration opportunities, and collegial feedback from professional communities, independent of time and distance (Koutsodi- mou&Jimoyiannis, 2015). A prevalent mod- el of technology-based CPD is the Massive Open Online Course (MOOC). One particular type of MOOC is cMOOCs: openly accessible designated platforms for course management grounded in the tenets of constructivist learning (Ji& Cao, 2016). This MOOC strand compiles educational resources and materials in a structured fashion to foster self-regulated learning, time management, networking, collaboration, and exchange of ideas (Kout- sodimou&Jimoyiannis, 2015). Technically MOOCs are designed to form communities of inquiry encompassing three elements: Cognitive, Social and Teaching presences (Garrison, Anderson, & Archer, 2001, 2010) (see Fig 1).Dewey’s Practical Inquiry Model (1933)underlies the Cognitive Presencein CoI progressing from phases, name- ly:progressing from phases, namely: (a) triggering event, (b) exploration, (c) integra- tion, and (d) resolution (see Fig 2). Learners do not experience these four phases as dis- tinctive or linear, but rather they immerse in a recursive-reiterative process of reflection and meaningful communication with others to assimilate ideas and consolidate compre- hension (Swan, Garrison, & Richardson, 2009). When the participants are presented with a triggering event (derived from a con- textualized issue or problem), they are en- couraged toenter the exploration stage to brainstorm feasible solutions through col- legial interaction. Whereas in face-to- faearrangements, the constraints of time and location may deter people from geographi- cally by harnessing rigorous collaborative- distant places to gather and explore solu- tions, the online learning community enables time and space-dependent collabo- ration. To this end, learning communities may exploit time-unbound asynchronous, including discussion threads, emails, wikis, or real-time synchronous means, such as chatting and video-conference (Sari, 2012). Fig. 1:Community of Inquiry framework (Garrison, Anderson, & Archer, 2000, p.2, TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT 71 2010, p. 6) Upon formulating the concept in the exploration phase, participants would be able to discern the reasoning behind the is- sue at hand, and thus integrate new concepts reflection, which suppresses the sense of isolation teachers often face within the pro- fession (Tondeur, Forkosh-Baruch, Prestridge, Albion, & Edirisinghe, 2016). Furthermore, it is through this stringent Cognitive Presence in the community of in- quiry that participants hone their metacogni- tion (Akyol & Garrison, 2011). Through the repetitive and dialogic acts of elaborating ideas, raising questions, clarifying meaning, deducing and proposing solutions, partici- pants’ ability to evaluate and justify their thought process is enhanced. Fig 2: Practical Inquiry Model(Garrison, Anderson, & Archer, 2001, p. 23) The Teaching Presence is evident in the presence of instructor’s scaffolding for par- ticipants to gauge major concepts, the peda- gogically strategic compiling and structur- ing of learning resources, and purposeful task design. The Social Presence is pro- moted so that learners may relate to the course collective goal and develop a sense of self-entitlement. Furthermore, the social perspective of CoI is primarily characterized by the occurrence of purposeful and transpa- rent communication in a supportive online medium governed by netiquettes. Specifi- cally, the indicators of “affective expres- sion” for freer production of personal ideas and ideologies, “open communication” to set and nurture a shared goal, and “group cohesion” to ensure purposeful communic- ation aimed at the completion of learning activities, should be observable in a CoI(Swan et al., 2009, p. 10). An example of a fine-tunedCPD scheme is the series of online interactive short-courses operated by NASA (National Aeronautics and Space Administration) Office of Education and the NASA Explorer Schools Project, U.S. Satel- lite Laboratory, Inc. for science teachers. From a mixed-methods analysis, the course is perceived as an invaluable professional development resource with a particularly 72 TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT Beyond Words Vol.6 No.2 (2018) attractive feature, i.e. the chance to connect with like-minded professionals without the financial and time burden of traveling (Marrero, Woodruff, Schuster, & Riccio, 2010). Reflecting the social constructivist approach, the participants were able to con- struct their knowledge together. The IMOOC as a viable CPD tool.The teachers of the foundation under studywe- reoffered to enroll in the Indonesian MOOC (IMOOC), the first MOOC tailor-made for Indonesian teachers’ local needs, managed by the Regional English Language Office (RELO), U.S. Embassy Jakartain collabora- tion with fifteen national universities (see Fig 3). Through a Learning Management System (LMS) called Canvas, the 2018 ite- ration of IMOOC focuses on promoting “au- tonomous learning through the use of digital tools”, through an approximately 3-month long set of modules. The module topics range from comprehending digital literacy, creating quizzes and infographics to using videos to improve self-directed practice of English language skills and components. The three most commonly observed features of an effective CPD program are: (1) a balanced coverage of both content and pedagogical knowledge, (2) a platform for social constructivist learning, and (3) school support (de Kramer, Masters, O’Dwyer, Dash, & Russell, 2012). The first criterion is achieved in that IMOOC aimed at exposing participants to cutting-edge teaching para- digms with consideration of direct class- room application. This is realized through the provision of feedback from facilitators (senior teachers or lecturers with relevant educational backgrounds) on the feasibility and correct staging of their activity or lesson plans. The second indicator is evident in the voluntary and somewhat competitive admis- sion process. Since more favorable out- comes can be expected when participants have entitlement to select the programs or CPD to take part in (Smeed&Jetnikoff, 2016), the participants’ initial motivation level or stance toward the program had been taken into account. These teacher- participants were screened and hand-picked based on their motivational statements. Consequently, this pre-requisite led to only two (2) teachers from the current study par- taking in the IMOOC. Satisfying the third requirement, through written invitation let- ters, IMOOC administrators issued formal invitation letters, and face-to-face meetings for the schools housing the respective par- ticipants. TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT 73 Fig 3: IMOOC 2018 Homepage on Canvas Although the current IMOOC theme is most advantageous for language teachers, the course’ theoretical framework applies in other content fields. In achieving the Cogni- tive Presence, following Dewey’s Practical Inquiry (1933), material delivery panned out according to the structure of (a) triggering event, (b) exploration, (c) integration, and (d) resolution. Upon receiving new con- cepts, participants underwent some confu- sion prompting them to exchange and con- nect ideas with peers, before implementing them in pedagogical solutions to fit local needs. Throughout this cognitive engage- ment, the Teaching Presence is of utmost importance to provide facilitation and direc- tion. Prior to the course, this facilitative presence is embodied through selecting proper learning resources and designing tasks. The Social Presence is met through forming a sense of belonging and a shared goal among the course members. Ultimate- ly, with course members originating from more than 30 different institutions nation- wide, the IMOOC enables its participants to receive more extensive feedback and in- sights from likeminded professionals. Methods It has come to our attention that bio- graphical inquiries describing in-service challenges, and resources teachers leverage in their professional development are scant. Firstly, stemming from narrative inquiry, this research explores teachers’ challenges in their CPDfromwritten pedagogical and professional stories or reflective essays, fol- lowed by semi-structured inter- views.Subsequent to their involvement in the technology-enhanced CPD, perception surveys were administered to analyze whether participation in a MOOC had posi- tively addressed the professional challenges frequently encountered. Contexts and participants. The subjects of the study are fifteen (15) teachers under a private school founda- tion in Surabaya, Indonesia, which oversee various educational levels from kindergarten up to senior high school. The school founda- tion has designed and implemented a com- prehensive continuing professional devel- opment program that includes a system of career ladder for all their full-time teachers, a competency-based assessment, a series of training modules, and a mentoring system. 74 TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT Beyond Words Vol.6 No.2 (2018) Teachers work through a grading level from Grade 7 through Grade 16. In every grade, they participate in a series of training activi- ties designed specifically for each grade. In addition, novice teachers are assigned to enhance their professional journey with a mentor. After a minimal period of two years, they are entitled to go through a com- petency-based assessment for a chance of promotion to the next grade level. To focus on significant voices that de- scribe their insights on their professional journey, we narrowedour in-depth analysis to fifteen (15) teachers—five teachers in each of their professional development stag- es (novice, mid-career, and senior). The same teachers were offered to take part in an online community of inquiry (CoI) through the IMOOC, but only two teachers was fi- nally admitted into the program. Data collection. To collect the data, the researchers first developed guiding questions and protocols of the recorded semi-structured interview. Semi-structured interviews were conducted due to theflexibilityof forwarding follow-up questionsbased on the preceding responses. Within 30 – 40 minutes in the interview, the researchers tried to probe some aspects of the research topic in depth. Following this, the researchers developed reflective essay prompts for each level of professional de- velopment and gave teachers four weeks to write their essays. Subsequently, the teach- ers were offered to take part in a MOOC to supplement their current practices and aid the recurrent hurdles they face in carrying out their professional duties. Upon comple- tion of the IMOOC, a brief survey was ad- ministered to shed light on whether such technology-mediated CPD were relevant for their individual teaching contexts. DataAnalysis. The data collected from the documents, semi-structured interview and a brief satis- faction survey were analyzed qualitatively. The written notes of interview were tran- scribed, categorized and compiled together into themes and translated into English. Ul- timately, the teachers’ reflective essays, in- terview transcript, and survey responses were coded into related themes to reveal patterns for further interpretation (Miles, Huberman, & Saldana, 2014). Findings and Discussion Whether a teacher remains in the teach- ing profession withstandingphysical or men- tal exhaustion causing workplace burnout may be affiliated with how they overcome daily challenges and enhance their profes- sional capability. Therefore, this study plac- es in-service demands and professional de- velopment on a continuum regulating the tools and resources teachers rely on in up- grading competence, and retaining within the profession. TheChallenges Time-manage ment.Comparable to fel- low teachers worldwide, participants face various challenges ranging from students’ problems, classroom management issues, and time management. Time management pose as a predominant hindrance since teaching responsibilities subsume adminis- trative duties, namely,lesson planning and writing reports. Teacher 13’elaborates this tall order in the following reflective essay excerpt: The part of my job that I need to im- prove on is my time management –howto allocate time for planning my lessons, ar- ranging the learning activities and teaching process, designing the assessment proce- dures, aside from leaving time for self- evaluation and development. What usually TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT 75 happens is that I only have time at home or on the weekends for personal development. I am often occupied with handling student affairs, not only those under my responsibil- ity, but also the incidental ones(Teacher 13, reflective essay). Similarly, Teacher 7testifies that the magnitude of the teaching load (correcting and organizing clubs) truncates his personal time outside working hours: … Consequently, as I have beenas- signed to be the captain of the Boys’ Bri- gade in addition to being a homeroom teacher, I basically relinquished any chances of personal development. I no long- er have time to read or update on current teaching techniques, as I have to continue working on my school-related duties at home(Teacher 7, reflective essay). Teacher 9 echoes the urgency of proper time management, which also extends to time allocation during classroom hours. She perceives the need to design purposeful classroom activities to strike a balance be- tween assessment procedures and student amusement during the learning experiences. Because of time limitation, it is some- times impossible to cover all the enjoyable activities. There are so many score that I have to collect such as, the English test, writing test, speaking test, listening test and the practices in the students’ books. I have to beat the time so my students will enjoy when they learn English by doing many ac- tivities. I have to arrange the schedule well. Sometimes I fail, but I still need to work on it(Teacher 9, reflective essay). Pertaining tonovice teachers, in addi- tion to adjusting with unfamiliar school fa- cilities, routines, policies and procedures, they need to fulfill similar duties as expe- rienced workers, which is not the case in other professions(Farrell, 2016).Farrell also asserts that for teacher education graduates, a common misconception is that they mere- ly need to apply what they’ve learned in col- lege or their 3-month up to 1-year teaching assistantship. The reality is far more com- plex with the first five years in the teaching career as the most crucial period. Previous studies reveal 24% of novice teachers ter- minating their profession in the first year, 33% after three years, and 40% - 50% with- drawing before the fifth year. Posing as a transition shock, unlike their senior counter- parts, these novice teachers do not have the luxury of time and accumulated skills they can rely on to navigate through such chal- lenges. To illustrate, Teacher 12, revealed how the pressures of being a novice teacher had influenced her emotional wellbeing, which ultimately affected her teaching per- formance. Since entering the profession in the year 2008, I have endured difficult circums- tances. In the first term, facing students in class for the first time amidst the incoming consecutive deadlines drove me to panic and stress. In turn, it caused my emotional stability to deteriorate. My productivity le- vels at that moment were below standard (Teacher 12, reflective essay). For those graduating from non- education majors or without an initial desire to teach, adapting to the school environment and work ethics had placed a strain on the decision to remain in the profession. As voiced by Teacher 2, a senior teacher, the onset of her career was a series of moment- ous pivotal moments to either redirect or remain steadfast in this professional course. With the help of her parents who were also educators, she was able to overcome the hardships of the adaptation process and con- struct her own vocational identity, despite the absence of intrinsic motivation. On this note, perhaps owing to Indonesia’s collec- tivist culture and socioeconomic constraints, 76 TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT Beyond Words Vol.6 No.2 (2018) the findings concur thelikelihood of becom- ing teachers if one’s parents are also teach- ers. In other words, the chance of choosing to teach as a career is positively associated with the approval of parents and friends (OzturkAkar, 2012; Byun& Park, 2017; Padhy, Emo, Djira&Deokar, 2015). My late parents encouraged me to be a teacher although it wasn’t my personal choice to become one. During my first years in the profession, I did feel awkward, over- loaded and incapable to meet the demands. However, my parents urged me to perse- vere. That is why not everyone is called to teach (Teacher 2, reflective essay). After dedicating 12 years in the field of education, in the case of a senior teacher, Teacher 10, she admits the need to replenish her teaching style, which in her opinion has been rather archaic. In her essays, she re- flects on this necessity to be accustomed to using ICT to improve the learning process. I need to start making use of digital media and technology, preferably through e-learning. I would say that with the help of technology, I will be able to use my time and energy more efficiently. The delivery of in- formation will also be more systematic – with the archiving function – enabling stu- dents to access my materials regardless of time and place (Teacher 10, reflective es- say). Teacher 14 finds affinity to this concern as, being a senior teacher himself, he is sen- tient towards the attrition of students en- gagement in classroom activities. With the ability to access a plethora of information in just a few taps on a smartphones, it is im- perative for teachers to design relevant pe- dagogically sound activities. One of the things that lead students to construct their understanding is a meaning- ful activity. Keeping students busy doing something meaningful is a challenge for all teachers (Teacher 14, interview transcript). To exemplify how technology profi- ciency would be an invaluable skills in teachers’ repertoire, a novice teacher with less than 5 years teaching experience main- tained a sense of achievement when she re- sorted to technology to cope with the lack of preparation time. The CALL class in pre- service training had particularly aided the laborious task of media preparation. In college I took a course on CALL (Computer-assisted Language Learning), especially for making flash-based media. It has helped me a lot in my everyday teach- ing. (Teacher 11, novice, interview tran- script). Limited access to external profes- sional communities. Almost all the teacher participants in this study acknowledged the availability of a supportive working envi- ronment (Van Droogenbroeck, Vrije&Vanroelen, 2014; Bick-har, 2012). The school system has provided a compre- hensive professional development system that meets the professional needs of these teachers. As part of the induction program, the new recruits are put under a mentoring system whereby mid-career and senior teachers are assigned to supervise and guide them. Apart from trainings and performance evaluations, teachers also participate in reg- ular religious services such as fellowships and devotions. As voiced by Teacher 4, ex- perts from locally or internationally re- nowned organizations deliver such train- ings: The trainings from ACSI [Association of Christian Schools International] and Ma- thematics MGMP [Musyawarah Guru Mata Pelajaran, Subject Teachers Club] orga- nized by the school board after a Morning Service … inspiration from the Cambridge assessment … reflection after each lesson … TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT 77 readiness to be engaged in trainings or se- minars … lots of colleagues, be open to crit- icism; always be open to other teachers who want to observe my class … be a mentor for younger teachers … between mentor and mentee, can establish rapport based on learning goals for both of us … I, too can learn from my mentees (Teacher 4, reflec- tive essay). As Gorozidis and Papaioannou (2014) suggest, a combination of professional au- tonomy, competence, personal relevance and collegial support promoted in the work environment would yield a sense of loyalty to the school and teachers’ mental well be- ing. This notion is relevant for Teacher 2, who came into the profession without any teaching qualifications or educational back- ground, and thus, faced ‘unexplored territo- ry’: I remember the words of my coordina- tor, Pak Samual, during my first years of teaching. He said that a lot of people be- come teachers, but they don’t have the soul of one. So it is better for those with non- teaching degrees to teach if they have the right intentions. That’s what has kept me motivated until now. My co-workers also kept assuring me that it’s okay if my educa- tional background is not linear, as long as I’m willing to learn(Teacher 2, interview transcript). Novice and mid-career teachers showed a similar pattern, namely, they sought for guidance and affirmation from senior teach- ers. Similarly, senior teachers expressed ap- preciation for the professional development system including the mentoring program, which has evolved and improved over the years. They believed teachers in their school were fortunate to have the level of support to enhance their professional development within their school system, which include induction, a series of training for different levels of teachers, supervision, teacher eval- uation, and mentoring. The effect of a colla- borative school environment could also transcend to a personal sense of achieve- ment in shaping the success of other fellow teachers, as expressed by Teacher 3. She maintained: I have been a mentor since 2014. In re- lation to my position as a vice-principal, I am happy to share my triumphs or failures in teaching to my mentee based on the rea- son that we all need to be students. Failure doesn’t deter us from being an educator when we are able to learn from the positives to improve (Teacher 3, interview transcript). Only a small minority of the partici- pants sought support from resources outside of their school system. It was fleetingly mentioned that teachers referred to books, website and the intention to pursue further education. This reliance on the school foun- dation to facilitate professionalism may mean that the current CPD is comprehensive enough to meet professional needs. Contras- tively, participants may be toocomplacent in their convenient school environment to rely on their devices, thus, succumb to the temp- tation of groupthink tendencies. This occur- rence may be viewed as “vulnerability to- wards the outside world”–teachers may feel that they are under the watchful eye and scrutiny of the school management, col- leagues and parents (Kelchtermans, 1993). Teachers are wary of the fact that not only do they need to see an impact of their teach- ing on the students’ achievement (evidence of self efficacy), but they also need to build good relationships or rapport with the stu- dents. However, in achieving this, at times, parents and the school board may question what teachers view as professionally sound. As in the words of Kelchtermans, “teachers can only rely on their reflective experience, intuition, and their professional commitment 78 TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT Beyond Words Vol.6 No.2 (2018) in trying to defend their professional beha- vior and to convince others of its value” (1993, p. 454). As a result, teachers become passive and conservative the more vulnera- ble they become. This may be observed in Teacher 9’s essay excerpt revealing that she is conscious of the need to consultadditional input elsewhere, yetacknowledge the ten- dency to be passive. A great lesson plan is the lesson plan that give the students a clear idea of what they will do so I have to read more and more about any kind of activities that I can do and suitable for my students. This is not easy because I have to beat my laziness (Teacher 9, reflective essay). This vulnerability to the school authori- ties also relates with a previously mentioned finding that many of the participants settled on their teaching careers as safer options, possibly to make ends meet. It can be as- sumed that a lack of prospective opportuni- ties in the job market may deter some teach- ers from pursuing other careers (Bickhar, 2012). Furthermore, at the time of recruit- ment, teachers of this foundation are offered a very satisfactory reward package, which is more attractive than that in most other schools in town. It is common for recent graduates to resort to teaching for its per- ceived benefits, such as career security and salary, or relatively low demands of the job (Sinclair, 2008). This lack of resilience at the initial stage of their professional devel- opment might still linger, trap them in a comfort zone, and keep them from moving forward in their professional trajectory. With the highly structured mentoring scheme, imposed top-down trainings (albeit offered by teacher associations), and ab- sence of personal drive, it can be assumed that the participants have little to no expo- sure to contrive wider professional relations or peer-networking with others from differ- ent schools.Hargreaves (2000) divides teacher professionalism into four stages of development: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age – the age of post-professional or post- modern. The participants of the study can be considered as autonomous professionals whereby they have the freedom--and even encouraged--to design their syllabi and de- liver their materials in creative ways. How- ever, the third phase of collegial profession- al is yet to be introduced, as teachers need to be engaged further in professional circles and communities of collegial professionals outside their school system. Online Community of Inquiry and Their Professional Development? Integration of new concepts for more effective teaching practice.With generally positive reviews of the IMOOC graduates, it may be inferred that, despite the exhaustive 3-month long duration and strenuous pro- gram deadlines, teachers are willing to de- vote time in establishing a community of inquiry on the condition that it presents ap- plicable practices or instantaneous gains (Holmes, 2013). The IMOOC participants, including those taking part in the current study, confirmed the ease of integrating the digital tools into their syllabus and everyday teaching. Grounded by the “teacher inquiry” or metacognitive approach, a “cascade of knowledge” effect was evident to contend with the isolation teachers may endure in the teaching profession.Teaches were urged to experiment multiple techniques to incor- porate technology into their projects, as well as respond to other’s sharing of best practic- es (Tondeur et al., 2016). As expressed by Teacher 6, there has been a significant shift in awareness and perspective since before partaking in the course as evident in the fol- lowing excerpt: TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT 79 Previously, I knew little about applica- tion, learning sources, or pay little attention on mobile learning and the significance of its use for teaching-learning process. How- ever, since I joined this course, I realize that learning activities are able to take a new face, a new experience by utilizing technology. Considering the 21 century skills and global demands for more collabo- ration in the process of learning, IMOOC plays its role as the excellent course which gives chances and challenges for teachers or education practitioners From 17 participants who responded to the survey, two of which are taking part in the current study, a vast majority expressed a strong agreement to being able to repur- pose the digital tools to afford learning process, which cannot be obtained from a more traditional approach - i.e., 35.29% citing a strong agreement, and 58.82% mod- erately agreeing (see Table 1). to be aware of the needs of involving students more in the learning process and give novel horizon about the process of engaging students to be more active, self-managed, autonomous, and responsible towards their participation in the program (IMOOC Participant, survey response) Common to CPD structures, revitaliz- ing teaching habits requires effort and time confronting institutional or technical hin- drances. However, this metacognitive con- cept adopted by IMOOC encourages the as- sembling of support groups or networks, increasing teachers’ participation and com- mitment to improve outside of the CPD in- itiative (Phelps et al., 2004). From the sur- vey, the teachers reported to have success- fully managed to circulate impactful con- cepts, information or practices to their fel- low colleagues (47.05% maintained a strong agreement) despite being hindered by unst- able Internet connection and insufficient provision of devices (64.71% cited a mild agreement). This is inline with Gruba and Hinkelman (2012) who laud the benefits of incremental and sustainable change in teaching procedures. Therefore, teachers in the IMOOCare not applying the techniques introduced in this form of CPD simply be- cause they can(which leads to a mere abrupt change), but instead making informed deci- sions weighing both benefits and draw- backs. The following is a survey response Table 1 Perception on IMOOC Relevance to Individual Teaching Context Survey Statements Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree I was able to integrate the ma- terials, concepts or digital tools introduced in IMOOC in my own classroom. 5.88% 0.00% 0.00% 58.82% 35.29% I encountered obstacles (either technical or institutional) that hampered the application of the digital tools in my every- day teaching. 0.00% 0.00% 29.41% 64.71% 5.88% TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT 67 I 0.00% was able to overcome tech- nical or institutional hin- drances that inhibited the inte- gration of the digital apps in my classroom. 5.88% 23.53% 70.59% 0.00% I managed to share what I found beneficial from the IM- OOC materials or suggested digital tools to my colleagues. 0.00% 0.00% 0.00% 52.94% 47.06% from one of IMOOC participants heralding a successful experience dabbling with one of the suggested digital tool, while taking into account possible limitations: “I found the success whenever I integrated Quizlet, Edpuzzle and Orai in my class By using EdPuzzle, I could manage my time better whenever I prepare the video materi- al and present that material in class Quizlet too, I found it as the great app to practice their vocab outside the class in fun way. I ever got a response too from my students whenever I integrated Quizlet talk in class. They said it is fun way to learn and memor- ize since they were actively calling the tar- geted vocabulary and by also talking / communicating the new entry vocabs in var- ious way at class with peers, it decreased their anxiety whenever they tried to speak in English because they did not hesitate and they were not shy to practice even though they pronounced some vocabs wrong and used inaccurate sentences … I could not guarantee that all of them are learning the vocabulary via Quizlet independently at home, at least we have provided the suitable vocab activity outside the class to support their English learning activity.” (IMOOC Participant, survey response) Opportunities to form professional network.A frequent positive remark ren- dered upon program completion is the es- sence of collegial support permeating throughout the course iteration. This is con- sistent with Smeed and Jetnikoff (2016, p.119) who laud the benefits of embedding “professional reflection and collegial dis- cussion” in CPD schemes to achieve sustai- nability.Mostparticipants cited that “meeting new people and sharing with them”, “the togetherness in all of the project assigned”, or “great friends, new input” as the driving force behind successful knowledge con- struction. One particular survey respondent commended the opportunity to band togeth- er with others of similar interests to support advancement within the teaching profession: …, I experienced great things during the program. I can have new network which is later, I believe, fruitful for my profession as lecturer. Besides, IMOOC gives new pers- pectives about online learning. Although I do not prefer online learning to be whole method being implemented in the classroom, the idea of blended learning isquite effecti- ve It is interesting to note that being a lecturer, with ideally more educational ex- pertise than the majority of the participants who did not pursue postgraduate study, he/she still admitted the benefits of the joint enterprise built. This implies that within the collective unit, there were no clashing pow- er relationships or identity issues strong enough to cause low rapport or apprehen- sion to cooperate with others (Murugaiah, Ming, Azman, & Nambiar, 2013). In other words, this CPD scheme attempts to coa- in order to give students chance to in- crease their motivation and improve their skills(IMOOC Participant, survey response). 80 TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT Beyond Words Vol.6 No.2 (2018) lesce the cultural contextwiththe group dy- namics, assigned responsibility and com- munal goal (Liu, 2012). However, the use of contrastive conjunction (although) and hedging (quite effective) may direct to the corollary that even though this CPD pro- gram has endowed new insights for practice, resistance may delay the immediate change in perspective(Macià& García, 2016). To decipher why participants mainly referred to the collaborative aid as an attrac- tive CPD feature, the researchers revisited the discussion threads. The high level of di- versity imbued in the online exchange sug- gests that the educators drew on their indi- vidual belief system as well as their teach- ing context. As can be seen in the discussion posts (Fig 4 and Fig 5), the participants felt comfortable enough to disclose their authen- tic personalities and perspectives irrespec- tive of power positions of hierarchical con- straints within the community of educators or academics (Lee & Brett, 2015). This presence of heteroglossic dialogs characte- rized by opposing opinions and meaning negotiations (see underlined expressions in Fig 4 and Fig 5) contributed to a high level of discussion, which contained collegial support (e.g. I do agree with…) coupled with criticism (e.g. I would like to give some objection and support)(Prestridge, 2010). The discussion threads in Fig 4 and 5 are also indicative of a metacognitive process that is facilitated by a community. Meta- cognition underlie the act of formulating, elaborating, and justifying opinions. Al- though the individual bears responsibility to derive meaning from the materials, the community in turn may offer varied pers- pectives or pinpoint a possible error in the personal conception (Akyol & Garrison, 2011). It is opined that the standardized one- size-fits-all CPD program, such as whole- class one-off trainings and seminars, may not be able to accommodate such diversity(Lee & Brett, 2015). Post comment: Dear Bu Elisa, You are right up to a point. I do agree with your last paragraph of the first statement of your 1st answer. However, in my view Thank you. , the autonomous learners will gradually be able to adapt to the materials they choose by themselves, not be given by the teacher. Because of their own choices, so the righteousness and meaningful materials will be their responsibility now which could raise their awareness of the future approaches and appropriate learning opportunities. Best regards, Natasha Reply: (…)Thank you for the correction, Ms. Natasha. Actually what I meant by the given materials there are the main topics that the students should learn during that semester, such as the one written in the RPP. Just imagine that during the first week, the students should be able to master Algebra. The students are then provided by lists of subtopics that they can choose by themselves and some options of the quiz type they want to take. (…) Fig 4: A snippet of the discussion thread in one of the modules TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT 81 Post comment: Hi Naomi, Well, I would like to give some objection and support related to your statement Reply: that autonomous students are gifted students. In my opinion, being autonomous in learning does not naturally come out from one’s own. It should done through well preparation and lots of practices. (…) Hi Fiona, Thanks for such a thorough review. But I'd like to point out that I never suggest in any way that autonomous learners ARE gifted students, I simply wonder if the students in the video are gifted students because they seemed so smart being able to run the class so autonomously. (…) Fig 5: A snippet of the discussion thread in one of the modules In tandem with iteration of the online course, a social media group was constructed for the participants to interact outside of the Canvas page. Utilizing the group chat on What- sapp, the participants frequently exchanged classroom ideas, concerns and updated news per- taining to the IMOOC progress. For instance, Fig 4 showcases a remark of excitement and pride upon incorporating Quizlet in the teacher-participant’s class. In this particular chat thread, the participant shared a photo to other IMOOC participants exhibiting how engaged his students were in his vocabulary lesson augmented by the referred digital tool. The social presence (Garrison, Anderson & Archer, 2001, 2010) was achieved in this instance through the collegial support and reciprocal encouragement contributing to a collaborative atmos- phere. Fig 4: Whatsapp Chat Thread between IMOOC Participants 82 TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT Beyond Words Vol.6 No.2 (2018) Conclusion With the divergentinitial motivationto teach, prior experiences and level of resi- lience, teachers may experience isolation, and low urgency to expand their collegial networks. To supplement school-managed programs, regional MOOCs may serve as efficient means to form professional com- munities within a purposeful and cognitive- ly stimulating scheme, bearing immediate value to individual context. Although reten- tion and relevance of such a program is yet to be examined, the reflective-collaborative online environment is integral to what con- stitutes a desirableCPD that ismetacognitive teacher inquiry. TEACHER’S CONTINUING PROFESSIONAL DEVELOPMENT 83 References Akyol, Z., & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. 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