A collaborative professional development on teachers' higher order thinking
Keywords:
Collaborative Professional Development, Teacher Professional Growth, Higher-Order Thinking Skills, Instructional Strategies, Teacher Collaboration
Abstract
This study examines the effectiveness of collaborative professional development (CPD) programs in enhancing teachers’ ability to foster higher-order thinking skills (HOTS) among students. The research adopts a mixed-methods approach, integrating quantitative data from pre- and post-intervention assessments with qualitative insights from teacher interviews and classroom observations. Findings reveal that CPD significantly improved teachers’ pedagogical strategies, particularly in designing inquiry-based tasks, facilitating open-ended questioning, and promoting critical and creative thinking. Moreover, collaborative learning communities provided opportunities for peer feedback, reflective practice, and sustained professional dialogue, which contributed to teachers’ confidence and instructional adaptability. The study underscores the pivotal role of collaborative professional development in building teacher capacity for fostering HOTS and suggests that school systems should institutionalize CPD as a strategic tool for curriculum innovation and student-centered learning.
References
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Talafian, H., Lundsgaard, M., Mahmood, M., Shafer, D., Stelzer, T., & Kuo, E. (2023). Responsive professional development: A facilitation approach for teachers' development in a physics teaching community of practice. arXiv. https://arxiv.org/abs/2310.11375
Van Dusen, B., Ross, M., & Otero, V. (2012). Changing identities and evolving conceptions of inquiry through teacher-driven professional development. arXiv. https://arxiv.org/abs/1209.1372
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
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Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9781139834360
Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305. https://doi.org/10.3102/00346543024003249
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604. https://doi.org/10.1177/003172171009600804
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
Hendrickx, H. G., Thurlings, M. C. G., & Den Brok, P. (2024). Teachers’ collaborative knowledge building in professional learning communities: Exploring interaction patterns and self-perceived learning gains. Learning Environments Research, 27(3), 283–302. https://doi.org/10.1007/s10212-024-00938-y
Hord, S. M. (2004). Learning together: Changing schools through professional learning communities. Professional Development in Education, 30(3), 227–246. https://doi.org/10.1080/19415257.2004.9661848
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323
Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a sense of success: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581–617. https://doi.org/10.3102/00028312040003581
Lieberman, A., & Mace, D. H. (2008). Teacher learning: The key to educational reform. Journal of Teacher Education, 59(3), 226–234. https://doi.org/10.1177/0022487108317020
Penuel, W. R., & Gallagher, D. J. (2017). Creating research–practice partnerships in education. Harvard Education Press. https://www.hepg.org/hep-home/books/creating-research-practice-partnerships-in-education
Penuel, W. R., & Gallagher, D. J. (2017). Creating research–practice partnerships in education. Harvard Education Press. https://www.hepg.org/hep-home/books/creating-research-practice-partnerships-in-education
Ross, M., Van Dusen, B., Sherman, S., & Otero, V. (2018). Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry. arXiv. https://arxiv.org/abs/1812.02312
Sonsupap, K., & Cojorn, K. (2024). A collaborative professional development and its impact on teachers' ability to foster higher order thinking. Journal of Education and Learning (EduLearn), 18(2), 561–569. https://doi.org/10.11591/edulearn.v18i2.21182
Talafian, H., Lundsgaard, M., Mahmood, M., Shafer, D., Stelzer, T., & Kuo, E. (2023). Responsive professional development: A facilitation approach for teachers' development in a physics teaching community of practice. arXiv. https://arxiv.org/abs/2310.11375
Van Dusen, B., Ross, M., & Otero, V. (2012). Changing identities and evolving conceptions of inquiry through teacher-driven professional development. arXiv. https://arxiv.org/abs/1209.1372
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
Wei, R. C., Darling-Hammond, L., & Adamson, F. (2010). Professional development in the United States: Trends and challenges. National Staff Development Council. https://www.nsdc.org/sites/default/files/publications/nsdcstudy.pdf
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9781139834360
Published
2025-12-01
How to Cite
Cojorn, K. (2025). A collaborative professional development on teachers’ higher order thinking. Pedagogi: Jurnal Ilmu Pendidikan, 25(2), 352-358. https://doi.org/https://doi.org/10.24036/pedagogi.v25i2.2662
Section
Articles
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