Teacher professional standards were introduced in Indonesia as part of an agenda for national educational reform to improve teacher quality. The standards define the competencies that need to be achieved in the various stages of teacher professional development and appraisal. Novice teachers who participate in a one-year probationary and induction program also need to demonstrate the competencies expected by the standards. In this context, the standards are used as the framework for novice teacher professional development and as the criteria against which they are assessed. Novice teachers are in the process of adapting to the school context and many experience problems in this initial period. Little is known, however, about the effect of the standards-based supports and assessments on their learning experiences. This presentation discusses novice teachers’ experiences of achieving the standards in different school contexts. It identifies the opportunities and potential barriers that the standards create for their learning as well as the implications for further development.
Tatik Tatik, University of New South Wales, Australia