Enhancing Collegial Supervision and Deep Learning Practices through TPACK-Based Professional Development in Early Childhood Education
DOI:
https://doi.org/10.58524/smartsoc.v6i3.1437Keywords:
Collegial Supervision Practice, Deep Learning Approach , Early Childhood Teacher Development , Technological Pedagogical Content Knowledge, TPACKAbstract
The integration of technology, deep learning pedagogy, and collaborative leadership remains a challenge for early childhood education (ECE) institutions in rural Indonesia, where limited resources and fragmented professional development often constrain instructional innovation. This study examined an integrated professional development program designed to strengthen principals’ collegial supervision competencies and teachers’ implementation of deep learning through the Technological Pedagogical and Content Knowledge (TPACK) framework. A mixed-methods participatory action research design with a one-group pre-post assessment was employed involving 40 participants (20 principals and 20 teachers) from 20 ECE institutions in Karangpawitan District, Garut Regency, Indonesia. The two-month program combined online training, face-to-face workshops, mentoring, classroom implementation, and follow-up evaluation. Quantitative data were collected using validated TPACK, Collegial Supervision, and Deep Learning instruments, while qualitative data were obtained through observations and semi-structured interviews. Pre-post comparisons indicated improvements in teachers’ TPACK competencies (Cohen’s d = 3.24) and principals’ collegial supervision competencies (d = 2.98). Classroom observations and participant reflections further suggested positive changes in the implementation of deep learning practices, including greater use of inquiry-based learning, reflective activities, and purposeful technology integration. Follow-up evaluation indicated that most participants maintained the competencies developed during the program. These findings suggest that an integrated and context-responsive professional development approach may support the development of pedagogical, technological, and leadership capacities in rural ECE settings. The program also provides a practical framework for fostering collaborative professional learning and strengthening instructional improvement in resource-constrained educational contexts.
References
Attard, C., Berger, N., & Mackenzie, E. (2021). The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement With STEM. Frontiers in Education, 6(August), 1–14. https://doi.org/10.3389/feduc.2021.693221
Bass, B.M., & Riggio, R.E. (2006). Transformational Leadership (2nd ed.). Psychology Press. https://doi.org/10.4324/9781410617095
Britto, P. R., Yoshikawa, H., van Ravens, J., Ponguta, L. A., Reyes, M., Oh, S., Dimaya, R., Nieto, A. M., & Seder, R. (2014). Strengthening systems for integrated early childhood development services: A cross-national analysis of governance. Annals of the New York Academy of Sciences, 1308(1), 245–255. https://doi.org/10.1111/nyas.12365
Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality and Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y
Çam, Ş. S., & Koç, G. (2024). Professional Development Program to Develop Teacher Educators’ Technological Pedagogical Content Knowledge. SAGE Open, 14(2), 1–14. https://doi.org/10.1177/21582440241242841
Chuang, H.-H., & Ho, C.-J. (2011). An investigation of early childhood teachers’ technological pedagogical content knowledge (TPACK) in Taiwan. Journal of Kirsehir Education Faculty, 12, 99–117.
Connell, N. S. O., Dai, L., Jiang, Y., Speiser, J. L., Ward, R., Wei, W., Carroll, R., & Gebregziabher, M. (2017). U. S. Department of Veterans Affairs Comparison of Five Common Methods. J Biom Biostat, 24(8), 1–8. https://doi.org/10.4172/2155-6180.1000334.Methods
Darmawan, P. A., Sururi, S., Suryadi, S., & Dikdik, A. (2025). Developing Green Leadership in Schools: A Principal’s Journey Through Biographical Narrative Analysis for Environmental Sustainability. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 10(2), 570–588. https://doi.org/10.31538/ndhq.v10i2.169
Dikdik, A., Oktaviani, F. F., Suryana, A., Maulia, U. N., & Fariha, A. N. (2024). Analysis of the Principal’s Democratic Leadership Style in State Elementary School 2 Cipanas West Java. Tadbir: Jurnal Studi Manajemen Pendidikan, 8(2), 381–402. https://doi.org/10.29240/jsmp.v8i2.11451
Dikdik, A., Suryana, A., Triatna, C., Rahyasih, Y., & Oktaviani, F. F. (2025). Improving Teachers’ Numeracy Skills at Cisarua State Elementary School, West Java, Indonesia. Jurnal Prima Edukasia, 13(1), 111–127. https://doi.org/10.21831/jpe.v13i1.82453
Egert, F., Dederer, V., & Fukkink, R. G. (2020). The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis. Educational Research Review, 29, 100309. https://doi.org/https://doi.org/10.1016/j.edurev.2019.100309
Fariha, A. N., Rahyasih, Y., Suharto, N., & Dikdik, A. (2025). Enhancing Teacher Competence: A Training Needs Analysis. Edukasi: Jurnal Pendidikan Dan Pengajaran, 12(1), 445–470.
Fullan, M., & Langworthy, M. (2014). A Rich Seam: How New Pedagogies Find Deep Learning. In ISTE MaRS. https://doi.org/10.1243/09544054JEM1403
Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2024). Cultivating teacher leadership: evidence form a transformative professional development model. School Leadership and Management, 44(4), 413–441. https://doi.org/10.1080/13632434.2024.2328056
HE, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-024-00290-0
Helesabo, T. E., & Hando, F. H. (2024). Educational Research and Reviews Integrated approach for sustainable urban early childhood education and development: The case of urban planning and preschool infrastructure in rapid urbanization context. Educational Research and Reviews, 19(1), 1–12. https://doi.org/10.5897/ERR2023.4377
Herma Susanah, Abidin, Y., Kurniawan, D. T., & Margo, D. (2025). Elementary School Teachers’ Acceptance of the Digital Media Canva Site in Deep Learning-Based Instruction: A Study Using the UTAUT Model. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 34(2), 275–289. https://doi.org/10.17977/um009v34i22025p275-289
Huang, H.-M., Tai, W.-S., Huang, T.-C., & Lo, C.-Y. (2025). Optimizing inquiry-based science education: verifying the learning effectiveness of augmented reality and concept mapping in elementary school. Universal Access in the Information Society, 24(1), 681–694. https://doi.org/10.1007/s10209-024-01098-y
Jiménez-Sierra, Á. A., Ortega Iglesias, J. M., Cabero-Almenara, J., & Palacios-Rodríguez, A. (2023). Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study: A systematic review. Frontiers in Education, 8(February). https://doi.org/10.3389/feduc.2023.1078913
Kareem, J., Patrick, H. A., Prabakaran, N., Valarmathi, B., Tantia, V., Pramod Kumar, M. P. M., & Mukherjee, U. (2023). Transformational educational leaders inspire school educators’ commitment. Frontiers in Education, 8(May). https://doi.org/10.3389/feduc.2023.1171513
Khotimah, M. N., Abubakar, Hartini, N., Rahyasih, Y., & Dikdik, A. (2025). Transformational leadership: The case of human resources bureau of a public university. Edukasi: Jurnal Pendidikan Dan Pengajaran, 12(1), 363–386.
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4(NOV), 1–12. https://doi.org/10.3389/fpsyg.2013.00863
Leung, S. K. Y., Yip, R. O. W., & Li, J. W. (2024). Exploring preservice ECE teachers’ TPACK through digital storytelling during the pandemic. Early Child Development and Care, 194(9–10), 1041–1057. https://doi.org/10.1080/03004430.2024.2395381
Lewis, C. C., Fischer, S., Weiner, B. J., Stanick, C., Kim, M., & Martinez, R. G. (2015). Outcomes for implementation science: An enhanced systematic review of instruments using evidence-based rating criteria. Implementation Science, 10(1), 1–17. https://doi.org/10.1186/s13012-015-0342-x
Lim, J., & Wardrip, P. (2026). Technology Integration as a Spectrum: integrating technology in early childhood classrooms. Teachers and Teaching, 32(2), 289–307. https://doi.org/10.1080/13540602.2024.2420137
Lim, W. M. (2025). What Is Qualitative Research? An Overview and Guidelines. Australasian Marketing Journal, 33(2), 199–229. https://doi.org/10.1177/14413582241264619
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research. International Journal of Qualitative Methods, 22(October), 1–18. https://doi.org/10.1177/16094069231205789
Naik, G., Chitre, C., Bhalla, M., & Rajan, J. (2020). Impact of use of technology on student learning outcomes: Evidence from a large-scale experiment in India. World Development, 127, 104736. https://doi.org/https://doi.org/10.1016/j.worlddev.2019.104736
Nurbani, D., Nurdin, D., & Dikdik, A. (2025). Strategic Principal Leadership in Data-Driven and Value-Based School Planning : A Case Study from Indonesian Primary Education. 14(1), 75–89.
Nurillah, S., Herawan, E., Prihatin, E., & Dikdik, A. (2025). Training Needs for Early Childhood Teachers in Improving Technological, Pedagogical, and Content Knowledge Competencies. EduBasic Journal: Jurnal Pendidikan Dasar, 7(1), 46–61. https://ejournal.upi.edu/index.php/edubasic/article/view/81867
Park, E. K., & Hargis, J. (2018). New Perspective on TPACK Framework in the Context of Early Childhood Education: The “A” Stands for Affective. International Journal for the Scholarship of Teaching and Learning, 12(2). https://doi.org/10.20429/ijsotl.2018.120217
Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning Through Play at School – A Framework for Policy and Practice. Frontiers in Education, 7(February), 1–12. https://doi.org/10.3389/feduc.2022.751801
Pasek, K. H., Hadani, H., & Golinkoff, R. M. (2020). A new path to education reform: Playful learning promotes 21st-century skills in schools and beyond. Policy 2020: Brookings, (Oktober), 1–26. https://www.brookings.edu/wp-content/uploads/2020/10/Big-Ideas_Hirsh-Pasek_PlayfulLearning.pdf
Pölzl-Stefanec, E., Barta, M., & Walter-Laager, C. (2024). Assurance and Development of Interaction Quality: The Impact of Blended-Learning Professional Development Training Programme. Early Childhood Education Journal, 52(6), 969–978. https://doi.org/10.1007/s10643-023-01479-7
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
Sendall, M. C., McCosker, L. K., Brodie, A., Hill, M., & Crane, P. (2018). Participatory action research, mixed methods, and research teams: Learning from philosophically juxtaposed methodologies for optimal research outcomes. BMC Medical Research Methodology, 18(1), 1–6. https://doi.org/10.1186/s12874-018-0636-1
Sliwka, A., Klopsch, B., Beigel, J., & Tung, L. (2024). Transformational leadership for deeper learning: shaping innovative school practices for enhanced learning. Journal of Educational Administration, 62(1), 103–121. https://doi.org/10.1108/JEA-03-2023-0049
Strieker, T., Adams, M., Cone, N., Hubbard, D., & Lim, W. (2016). Supervision matters: Collegial, developmental and reflective approaches to supervision of teacher candidates. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1251075
Su, J., & Yang, W. (2022). Artificial intelligence in early childhood education: A scoping review. Computers and Education: Artificial Intelligence, 3(January), 100049. https://doi.org/10.1016/j.caeai.2022.100049
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development: Resolution adopted by the General Assembly on 25 September 2015 (A/RES/70/1). United Nations. UN Digital Library Record A/RES/70/1
Wallerstein, N., & Duran, B. (2010). Community-based participatory research contributions to intervention research: The intersection of science and practice to improve health equity. American Journal of Public Health, 100(SUPPL. 1), 40–46. https://doi.org/10.2105/AJPH.2009.184036
Warr Pedersen, K. (2017). Supporting collaborative and continuing professional development in education for sustainability through a communities of practice approach. International Journal of Sustainability in Higher Education, 18(5), 681–696. https://doi.org/10.1108/IJSHE-02-2016-0033
Wiyono, B. B., Rasyad, A., & Maisyaroh. (2021). The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning. SAGE Open, 11(2). https://doi.org/10.1177/21582440211013779
Xu, Q. (2024). The Impact of New Media Technology Applications on Educational Equity in Rural Areas. Education Journal, 13(5), 284–293. https://doi.org/https://doi.org/10.11648/j.edu.20241305.15
Zhao, Y., Gao, W. W., & Ku, S. S. (2023). Optimization of the game improvement and data analysis model for the early childhood education major via deep learning. Scientific Reports, 13(1), 1–14. https://doi.org/10.1038/s41598-023-46060-9
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sururi Sururi, Yayah Rahyasih, Taufani Chusnul Kurniatun, Nugraha Suharto, Heny Djohaeni, Salma Nurillah, Asep Dikdik, Prasetyo Agung Darmawan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Smart Society: Community Service and Empowerment Journal retain all of the copyrights in their work. Smart Society: Community Service and Empowerment Journal, collaborates with with researchers from many countries as the Editors and the Advisory International Editorial Board make every effort to ensure that no wrong or misleading data, opinions, or statements are published in the journal. In any way, the contents of the articles and advertisements published in the are the sole and exclusive responsibility of their respective authors and advertisers.
Smart Society: Community Service and Empowerment Journal ( e-ISSN: 2807-5757 ) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
Authors who publish with Smart Society: Community Service and Empowerment Journal agree to the following terms:
1. The journal allows the author to hold the copyright of the article without restrictions.
2. The journal allows the author(s) to retain publishing rights without restrictions
3. The legal formal aspect of journal publication accessibility refers to Creative Commons Attribution ShareAlike 4.0 International License (CC BY-SA).
Smart Society: Community Service and Empowerment Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
