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This paper evaluates a professional development program for 147 Indonesian teachers, organized into three experimental groups, each receiving one of three widely used professional development models. All models improved teachers’ content knowledge, but teacher-based scaffolding proved most effective, and the paper compares results with other studies to explain why.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-based-scaffolding-as-a-teacher-professional-development-program-in-indonesia/593681/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-based-scaffolding-as-a-teacher-professional-development-program-in-indonesia/593681.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the professional development program evaluated in the paper?","Question",{"text":112,"@type":113},"To improve Indonesian teachers’ content knowledge through a structured professional development program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study organized for the 147 participating teachers?",{"text":117,"@type":113},"The teachers were divided into three experimental groups, each receiving one of three professional development models.",{"name":119,"@type":110,"acceptedAnswer":120},"Which professional development model was most effective and what was the finding?",{"text":121,"@type":113},"The teacher-based scaffolding model was the most effective, producing the strongest improvement in teachers’ content knowledge among the three models.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593681,1792171419,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 11 | Article 4 |\n| --- | --- |\n| 2015\u003Cbr>Teacher-Based Scaffolding as a Teacher Professional Development Program in Indonesia\u003Cbr>Bujang Rahman\u003Cbr>University of Lampung, [bujang.suropati@gmail.com](bujang.suropati@gmail.com)\u003Cbr>Abdurrahman Abdurrahman\u003Cbr>University of Lampung, [abeunila@gmail.com](abeunila@gmail.com)\u003Cbr>Budi Kadaryanto\u003Cbr>University of Lampung, [kadaryanto@yahoo.com](kadaryanto@yahoo.com)\u003Cbr>NurlaksanaEko Rusminto\u003Cbr>University of Lampung, [nurlaksanaeko.fkipunila@gmail.com](nurlaksanaeko.fkipunila@gmail.com) |  |\n\nRecommended Citation  \nRahman, B., Abdurrahman, A., Kadaryanto, B., & Rusminto, N. E. (2015). Teacher-Based Scaffolding as a Teacher Professional Development Program in Indonesia. Australian Journal of Teacher Education, 40 (11).  \n[http://dx.doi.org/10.14221/ajte.2015v40n11.4](http://dx.doi.org/10.14221/ajte.2015v40n11.4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss11/4](http://ro.ecu.edu.au/ajte/vol40/iss11/4)  \nTeacher-Based Scaffolding for Teachers’ Professional Development in  \nIndonesia  \nBujang Rahman  \nAbdurrahman Abdurrahman  \nBudi Kadaryanto  \nNurlaksana Eko Rusminto  \nUniversity of Lampung, Indonesia  \nAbstract: Improvement of teachers’ content knowledge has long been regarded as a priority in Indonesian school systems, and has been the  \ngoal for many teacher professional development programs. In this  \npaper we report the evaluation of a professional development  \nprogram to improve content knowledge for 147 Indonesian teachers.  \nThe teachers were divided into three experimental groups, and each  \ngroup was treated to one of the three professional development  \nmodels frequently used in developing countries. The results showed  \nthat all three models led to improvement in the teachers’ content  \nknowledge; however, the teacher-based scaffolding model proved tobe the most effective. In our account of why this program of teacherbased scaffolding was successful, we compared it with other studies.  \nIntroduction  \nResearch on teacher quality improvement from professional development (PD) programs has gained considerable interest among researchers from various parts of the world, including Indonesia (e.g. Kennedy, 2005; Postholm, 2012; Santoro, et al., 2012; Widodo and Riandi 2013) . Teachers’ PD in Indonesia, including various teacher certification programs and other forms of training conducted by local governments or appointed training institutions, have been implemented for over a decade, but are not yet considered to be effective in increasing teacher competence. World Bank research results have confirmed the weakness of Indonesian teacher competence, especially in subject content knowledge (CK) (Chang et al., 2014). Teachers’ knowledge of content and practices prescribed and embedded in teacher professional standards have gained increasing attention in Indonesia from policy makers and schooling systems (Santoro, [et.al](et.al), 2012).  \nThe result of the national competence test (Ujian Kompetensi) for teachers in Indonesia in 2014 indicated that teachers still had serious problems with CK. Teachers are expected to score at least 70 in these competency tests, which is the minimum score of CK for teachers as stipulated by BPSDM Kemendikbud [National Board for Human Resource Development as part of the Ministry of Education and Culture](Kemendikbud, 2015; Prihono, 2014); however, the average score was only 42. Therefore, teachers might have skills to teach their CK to students, but the fact that they have a restricted content mastery is bound to affect students’ ability to master the content. Therefore, there was a strong rationale for educational researchers and practitioners to formulate programs to assist teachers to improve their CK (Ball, et.al, 2008; Baumert et al., 2010; Houseal, et al., 2014; Duschl, [et.al](et.al)., 2007) .  \nIn this paper, we review PD programs that have b","cbCaitqqWVna4ECB","https://ap.wps.com/l/cbCaitqqWVna4ECB","pdf",478693,13,"English","# Abstract\n# Introduction\n## Teacher competence and content knowledge issues in Indonesia\n## Rationale for scaffolding in teacher professional development","[{\"question\":\"What is the main purpose of the professional development program evaluated in the paper?\",\"answer\":\"To improve Indonesian teachers’ content knowledge through a structured professional development program.\"},{\"question\":\"How was the study organized for the 147 participating teachers?\",\"answer\":\"The teachers were divided into three experimental groups, each receiving one of three professional development models.\"},{\"question\":\"Which professional development model was most effective and what was the finding?\",\"answer\":\"The teacher-based scaffolding model was the most effective, producing the strongest improvement in teachers’ content knowledge among the three models.\"}]","Teacher-Based Scaffolding as a Teacher Professional Development Program in Indonesia | PDF",1792077706,33]