DESIGNING INDUCTION MODEL OF PROFESSIONAL DEVELOPMENT FOR NOVICE VOCATIONAL TEACHERS IN INDONESIA

Induction program is a beginner teacher orientation activity to recognize, understand, and appreciate teacher's roles and duties. This program is also as a bridge of the gap between teachers abilities resulting from teacher education programs with professional teachers' abilities. The induction model is also intended to shape the professional attitude of the novice teacher in the transition situation from the nuances of the educational world to the nuances of professional work as a teacher. The regulation of the Indonesian Minister of Education, for the beginner teachers needs to be provided induction program. All novice teachers at all levels of education, including vocational school teachers, require developing their readiness to teach.

The induction program contains
(1) orientation activities,
(2) on-the-job training,
(3) instructional development, and
(4) problem solving in school practice.

There are a number of questions relating to the induction model for a novice teacher in vocational schools, that is how the model develop teacher skills in business, and how teacher integrate industrial experience into their teaching, and how the model develop teacher ability to collaborate with industry and how the model accommodate aspects that contribute to the development of professional of vocational teachers.

The purpose of this study is to build the induction model for novice vocational teachers in vocational schools. The model has been developed through exploration of aspects affecting the professional development of vocational teachers, then analyzed to construct a system that was called the induction model of professional development for novice vocational teacher.

This research used sequential explanatory mixed approach. Data for quantitative study were generated from respondents consisting of 52 novice teachers, 52 senior teachers, 15 principals, and 24 school supervisors in Yogyakarta Special Region. Data were collected using questionnaires, observations sheet, document; while interview guide with nine resource persons including education authorities, industry representatives, the Institute for Quality Assurance, and the Department of Labor to yield qualitative information. Descriptive analysis has been used to analyze quantitative results to a deeper meaning through a qualitative approach and then the final part of compiling the model.
The result showed that the induction model for vocational teachers of vocational education need to be developed for one year program to develop multidimensional teacher competence. The model of induction is a part of a continuing teacher professional development model.

The need for knowledge and skills for vocational teachers is important for the future of vocational schools. Teachers’ competence in building collaboration with industries and work market, as a significant factor to promote vocational school leavers to be quality workers, can be developed by means of this induction model.