Aug 2026· Celt: A Journal of Culture, English Language Teaching & Literature· Vol 26, pp. 1-16· 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 study investigates how professional development shapes the teaching strategies of non-specialist English teachers at Sekolah Indonesia Kota Kinabalu (SIKK), an Indonesian overseas school in Malaysia. Employing a descriptive qualitative approach with a narrative inquiry design, data were collected through semi-structured interviews, classroom observations, and document analysis involving non-specialist English teachers. The data were analyzed using thematic analysis to identify patterns in teachers’ instructional practices and the influence of professional learning experiences on classroom implementation. The findings reveal that professional development, primarily through self-directed learning, peer collaboration, and participation in external workshops, contributed to the diversification and adaptation of teaching strategies. Teachers demonstrated the implementation of Project-Based Learning (PBL), differentiated instruction, Task-Based Language Teaching (TBLT), role-play activities, gamification techniques, and Simple Jigsaw strategies to address students’ vocational learning needs. Professional development also encouraged teachers to integrate more student-centered approaches, contextualized learning activities, and interactive classroom practices. These instructional transformations enabled teachers to move beyond traditional textbook-oriented instruction and create more engaging learning environments. The study concludes that sustained and collaborative professional development plays a significant role in enhancing the pedagogical capacity of non-specialist English teachers and supports the effective adaptation of teaching strategies in vocational English classrooms. The findings contribute to the growing body of literature on out-of-field teaching and highlight the importance of providing continuous professional learning opportunities for non-specialist educators.
Shahrunif Binti Edi, Muhammad Hasbi, Riola Haya Nur· International Journal of Lan...· 0 citations
This study investigates teachers’ perceptions of technology as an assessment tool in English as a Foreign Language (EFL) classroom, focusing on the integration of digital tools to enhance educational practices. The researchers use qualitative descriptive method that includes two instruments such as questionnaire and interview. It highlights the transformative impact of technology on assessment methods, enabling diverse formats that cater to various learning styles and foster student engagement. While many EFL teachers express positive attitudes towards using technology—recognizing its potential for immediate feedback and streamlined processes—significant challenges persist. These include inadequate training, limited resources, and concerns about the reliability of online assessments, particularly in remote learning contexts. The study aims to fill a gap in existing literature by examining these perceptions within the Indonesian educational framework, emphasizing the need for ongoing professional development to empower teachers in effectively utilizing technology for assessment. Thought identifying common obstacles and proposing strategies to overcome them, this research contributes to enhancing the effectiveness of technology integration in EFL assessment practice.
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’ effectiveness in Kwara State. The study specifically focuses on the component of teachers’ professional development programmes in Kwara State, the adequacy of instructional training resources, and the relevance of the curriculum content knowledge to aid teachers' effectiveness. A descriptive research approach was adopted. The target sample was KWS1(Local Government schools that have received all the school improvement interventions), and data were collected via a validated questionnaire with a reliability coefficient of 0.72. Google Form template was also used to elicit responses from respondents because of the security challenges in the area to gain deeper insight. The findings reveal that there is a significant relationship between (Learner-centered approach, learning for all and from each other, classroom management, Learning management and assessment) components of Teacher Professional Development programmes and middle-basic teachers’ effectiveness. Also, a significant relationship exists between adequacy of training resources for Teachers’ Professional Development programmes and the effectiveness of middle-basic teachers, and that training content knowledge aligns with real classroom needs. The study recommends that Teachers’ Professional Development programmes should be made available to all Basic Education teachers, because from this study, the programmes were noted to be useful and a motivational strategy for teachers’ effectiveness
Keywords: Professional Development Programmes, Teachers’ Effectiveness, Assessment,
Training, and Middle Basic Level
D. Mohammed· 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) four dimensions of active learning: (1) observing and being observed, (2) planning classroom implementation, (3) reviewing students' work, and (4) presenting, leading, and writing, the findings indicated moderate learning across all domains. Teachers reported improved ability to apply Communicative, Task-Based, and Project-Based approaches, supported by peer collaboration, expert feedback, and reflective activities. The results highlight that professional development is most effective when it promotes active, context-sensitive, and collaborative learning. The study provides insights for designing sustainable EFL teacher training programs aligned with Vietnam's current educational reforms.
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 teachers planned professional development activities, determine the professional development programs they participated in, analyze the alignment and misalignment of implemented activities with the IPCRF competency domains, and develop a professional development action plan based on identified needs. The study employed a qualitative research design using document analysis of 67 Individual Performance Commitment and Review Forms (IPCRFs) from Carolotan National High School, Dupax del Sur National High School, and Ganao National High School, supplemented by researcher-made interview questions for validation. Thematic analysis was used to identify patterns, categories, and gaps in teachers’ professional development experiences. Findings revealed that teachers planned and participated in various professional development activities related to content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. Most activities were aligned with IPCRF competency domains, demonstrating teachers’ commitment to improving instructional practices, learner support, and professional competencies. However, gaps were identified due to unimplemented planned activities, limited access to professional development opportunities, and some activities that were not fully aligned with targeted competencies. The study concluded that a contextualized, competency-based, and strategically aligned professional development system is necessary to strengthen teacher effectiveness. A School-Based Professional Development Action Plan was proposed to address identified gaps and support continuous professional growth. The study contributes to Sustainable Development Goal 4 (Quality Education) by strengthening teacher capacity and promoting improved educational practices. Its sustainability impact is reflected in the enhancement of institutional professional development systems through evidence-based planning, collaboration, and responsive capacity-building initiatives.
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. Despite the efforts made by the government, these initiatives need to be strengthened. At the same time, individual teachers are also making regular efforts to remain competent and up-to-date in their careers.
This article aims to explore teachers' views from an insider perspective, specifically regarding the maxim of planning in their profession and its application in the classroom. Additionally, the study compares and contrasts teachers' perceptions with their actual practice of the maxim of planning in the classroom. To achieve these objectives, the study employed a mixed research design, with a particular focus on survey research methods.
The findings reveal that the majority of teachers apply the maxim of planning as part of their professional development. They recognize its importance in their English language teaching (ELT) careers. However, a significant gap exists between teachers' perceptions and their practice, as all the teachers view planning positively, yet its effective implementation remains insufficient.
