Aug 2026· Celt: A Journal of Culture, English Language Teaching & Literature· 0 citations· 60 references
Abstract
Teacher Professional Development (TPD) programs have an important role in strengthening teacher competence and enhancing education quality. However, in Indonesia, English language teachers continue to face challenges that can impede their professional development as teachers. This study aims to investigate EFL teachers’ challenges in pursuing their teacher professional development and to propose a model design that corresponds to the challenges. This study employed a systematic review of 30 journal articles published between 2018 and 2025 used to identify and analyze the challenges experienced by teachers. Guided by the theory of practice architectures, the findings reveal three major categories of challenges: cultural-discursive, material-economic, and social-political. These findings highlight the importance of designing TPD that is relevant to teachers’ socio-cultural and material-economic conditions, integrates the Technological Pedagogical Content Knowledge (TPACK) framework, and promotes teacher motivation. Based on the findings, the study proposes integrating the Technological Pedagogical Content Knowledge (TPACK) framework and the L-VE (Localisation, Valuableness, and Engagingness) model to improve the quality and sustainability of TPD programs in Indonesia.
The increasing reliance on non-specialist English teachers in various educational settings has raised concerns regarding instructional quality and classroom effectiveness. Professional development (PD) has been widely recognized as a key mechanism for supporting teachers who teach outside their field of expertise. This...
Shahrunif Binti Edi, Muhammad Hasbi, Riola Haya Nur· International Journal of Lan...· 0 citations
Teachers’ perceptions of technology as an assessment tool in English as a Foreign Language (EFL) classroom are examined within the Indonesian educational framework, emphasizing the need for ongoing professional development to empower teachers in effectively utilizing technology for assessment.
Dedek Ajeng Okta Triyana, P. Purnawarman· JURNAL ILMIAH GLOBAL EDUCATI...· 0 citations
Abstract
Preservice training equips staff with foundational job knowledge, while professional development programmes refresh and update those skills to match technological shifts and societal needs. This study investigates the impact of Teachers’ Professional Development programmes on middle basic teachers’ effectiven...
Bamidele Alabi· International journal of res...· 0 citations
This study investigated how Vietnamese EFL teachers learned from a professional development training course and what knowledge they gained. Using a mixed-methods design, data were collected from 37 teachers through a questionnaire and from four teachers via semi-structured interviews. Based on Garet et al.'s (2001) fou...
L. Le, Hang Kim Trinh· AsTEN Journal of Teacher Edu...· 0 citations
This study examined the professional development of secondary school teachers in the Dupax Del Sur District through a documentary analysis of the Results-Based Performance Management System (RPMS) for School Year 2023–2024. Anchored on the Human Capital Theory and the RPMS-IPCRF framework, the study aimed to identify t...
Marbie Domanog· International Journal of Sus...· 0 citations
Teacher development or teachers’ professional development (TPD) is an ongoing process throughout a teacher's career. In the context of Nepal, the Center for Education and Human Resource Development (CEHRD) is responsible for planning, managing, and conducting TPD programs, such as in-service training for teachers. Desp...
