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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "Reconstructing Professional Identity" : 1 Documents clear
Reconstructing Professional Identity: A Phenomenological Study of Teacher Certification and 21st-Century Learning Siti Rahma Sari; Hasan Hariri; Riswandi Riswandi; Atik Rusdiani; Suddin Lada
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp637-657

Abstract

This study evaluates the implementation of teacher certification policies from the perspectives of professionalism and 21st-century learning performance. Rather than evaluating policy effectiveness through measurable outcomes, this phenomenological study investigates how certified teachers perceive, interpret, and experience the certification policy in their daily professional lives, revealing its implications for teacher professionalism and 21st-century learning performance. Data were collected through in-depth interviews with seven certified teachers from diverse educational backgrounds. The data highlight three interconnected themes that reflect teachers’ lived experiences with certification. First, the reconstruction of professional identity examines how certification alters teachers’ self-perceptions, increasing their feelings of legitimacy, moral responsibility, and commitment to ongoing professional development. Second, the disparity between certification policy and pedagogical practice illustrates teachers’ perspectives of a disconnect between the administrative and compliance-oriented nature of certification procedure and the limited support for meaningful classroom innovation. Third, adaptive challenges in 21st-century learning transformation highlight teachers’ struggles to translate certification outcomes into student-centered, digitally integrated, and competency-based instruction, often stemming from insufficient post-certification mentoring and inconsistent digital preparation.  Findings indicate that while certification enhances teachers’ professional recognition and self-efficacy, it remains limited in fostering authentic pedagogical innovation. The study concludes that certification should be reconceptualized as a dynamic, continuous process that integrates mentoring, reflective practice, and digital pedagogy. This study specifically recommends integrating post-certification mentoring focused on reflective classroom practice, including formative assessments of 21st-century pedagogical competencies in certification frameworks, and establishing school-based professional learning communities to bridge the gap between policy expectations and teachers’ lived classroom realities. Keywords: teacher certification, teacher professionalism, 21st-century learning, phenomenology, professional development.

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