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Indonesian EFL Teachers’ Professional Development: Views and Current Practices

Indonesian Research Journal in Education |IRJE| · Vol. 8 No. 2 (2024) · hlm. 589–607

DOI
10.22437/irje.v8i2.39425
ISSN
2580-5711
Terbit
2024-12-24
Penerbit
Universitas Jambi, Indonesia
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

Teachers play a critical role when it comes to impacting student achievement. Consequently, the matter of teacher quality is currently being tackled through the implementation of professional development (PD) initiatives. PD in English as a foreign language (EFL) teaching and learning context has gained burgeoning attention in the last decade. However, it is not known how Indonesian EFL teachers perceive and practice PD for their professional development. The objective of this research was to investigate the viewpoints of EFL teachers in Indonesia towards the importance of professional development (PD) and ascertain their existing PD practices, if any. A total of 70 teachers participated in this study by completing the survey, with 37 of them subsequently invited to participate in the forum group discussion (FGD) on a voluntary basis. The analysis of the collected data revealed that the participants perceived PD as significant for their professional development in three areas: knowledge, pedagogy, and language proficiency. Conversely, the findings also reveal a low degree of participation in professional development activities (PDAs), despite their common engagement in these activities. This study concludes by highlighting the significance of addressing certain areas that require particular attention to effectively support teachers in their continuous professional development endeavors.

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  • Universitas Islam Negeri Sumatera Utara
  • North Sumatra Islamic University
  • State University of Makassar
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Rekan penulisOrganisasiArtikel bersama
Faridah FaridahState University of Makassar1
Hilyati Fitria HarahapUniversitas Islam Negeri Sumatera Utara1
Sahkholid NasutionUniversitas Islam Negeri Sumatera Utara1
Andang SuhendiNorth Sumatra Islamic University1
Jumino SuhadiNorth Sumatra Islamic University1
Milia PutriNorth Sumatra Islamic University1
Mira WahyuniAfiliasi tidak diketahui1
Dadang HardiansyahAfiliasi tidak diketahui1
Benni Ichsanda Rahman HzUniversitas Islam Negeri Sumatera Utara1
Rita Seroja Br GintingUniversitas Islam Negeri Sumatera Utara1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/irje/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Indonesian EFL Teachers’ Professional Development: Views and Current Practices </dc:title>
	<dc:creator xml:lang="en">Dewi, Utami</dc:creator>
	<dc:creator xml:lang="en">Fithriani, Rahmah</dc:creator>
	<dc:creator xml:lang="en">Berutu, Hotma</dc:creator>
	<dc:description xml:lang="en">Teachers play a critical role when it comes to impacting student achievement. Consequently, the matter of teacher quality is currently being tackled through the implementation of professional development (PD) initiatives. PD in English as a foreign language (EFL) teaching and learning context has gained burgeoning attention in the last decade. However, it is not known how Indonesian EFL teachers perceive and practice PD for their professional development. The objective of this research was to investigate the viewpoints of EFL teachers in Indonesia towards the importance of professional development (PD) and ascertain their existing PD practices, if any. A total of 70 teachers participated in this study by completing the survey, with 37 of them subsequently invited to participate in the forum group discussion (FGD) on a voluntary basis.  The analysis of the collected data revealed that the participants perceived PD as significant for their professional development in three areas: knowledge, pedagogy, and language proficiency. Conversely, the findings also reveal a low degree of participation in professional development activities (PDAs), despite their common engagement in these activities. This study concludes by highlighting the significance of addressing certain areas that require particular attention to effectively support teachers in their continuous professional development endeavors.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Indonesia</dc:publisher>
	<dc:date>2024-12-24</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/irje/article/view/39425</dc:identifier>
	<dc:identifier>10.22437/irje.v8i2.39425</dc:identifier>
	<dc:source xml:lang="en">Indonesian Research Journal in Education |IRJE|; Vol. 8 No. 2 (2024): IRJE |Indonesian Research Journal in Education| ; 589 – 607</dc:source>
	<dc:source>2580-5711</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/irje/article/view/39425/19869</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Indonesian Research Journal in Education |IRJE|</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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