Collegiality-Based Professional Development for Mathematics Teachers: Contextualizing Tulungagung’s Local Wisdom through the KPRB Framework

Abstract

Mathematics teacher professional development is often separated from teachers’ daily instructional practice, limiting opportunities for collaborative learning, reflection, and use of evidence from classroom experiences. This article formulates a conceptual framework for mathematics teacher professional development based on collegiality, practice, reflection, and sharing, incorporating the local cultural context of Tulungagung. A narrative literature review and thematic synthesis were conducted on literature concerning teacher professional development, mathematics teacher professional development, Lesson Study, professional learning communities, digital technology, and the manjing practice of Tulungagung marble artisans. The synthesis resulted in the Collegiality–Practice–Reflection–Sharing (KPRB) framework, which conceptualizes professional development as a continuous learning cycle embedded in instructional practice. The manjing practice provides a cultural context for learning through observation, imitation, and hands-on practice with more experienced artisans. The framework offers a relatively low-resource, context-responsive approach but remains conceptual and requires empirical testing.