Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal JHSS (Journal of Humanities and Social Studies)
Muhammad Junaidi
UIN SULTAN AJI MUHAMMAD IDRIS (UINSI) Samarinda
Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
In-Service Teacher Development Policy: A Systemic Analysis of Pedagogical and Professional Competence Enhancement Muhammad Junaidi; Titi Kadi
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 10 No. 03 (2026): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In-service teacher development is a strategic policy instrument for maintaining educational quality because it connects national reform priorities with classroom-level professional learning. This article analyzes the policy concept of in-service teacher development, its contribution to pedagogical and professional competence, and the implementation challenges that limit its impact in Indonesian schools. The study used a descriptive qualitative design based on library research and policy analysis. Recent international journal articles, policy-oriented studies, and empirical evidence on teacher professional development, professional learning communities, digital competence, and instructional leadership were synthesized through content analysis. The findings indicate that in-service development contributes to pedagogical competence when it strengthens reflective practice, formative assessment, differentiated instruction, and lesson-based collaboration. It contributes to professional competence when it supports content mastery, digital pedagogy, and Technological Pedagogical Content Knowledge. However, the impact is constrained by administrative formalism, unequal resources, top-down training, weak school leadership, and limited evaluation of classroom outcomes. The article recommends a systemic, collaborative, digitally supported, and impact-oriented model of teacher development.
Co-Authors Titi Kadi