Neneng Yuliani, Setia Muljanto, Yustika Nur Fajriah


This research aims to investigate EFL teachers’ perceptions on programs EFL teachers join to support their professional development and challenges faced by EFL teachers’ in contribution to their professional development. To achieve these aims, a qualitative research in form of a case study was employed. The participants involved in this research were three English teachers. The participants were an experienced teacher in three of senior high schools in Garut. The data were collected using a semi-structured interview, additionally, document analysis as validate the data. The data were then analyzed based on the theory from Cresswell (2012). The result revealed that TPD was perceived positively by all the teachers. It can be inferred that the efforts of all participants have made similar efforts to improve their professionalism. These efforts comply with the Academic Qualifications and Teachers’ Competence Standards, and include programs such as; seminars, workshops, training programs, and even modules/ books, Classroom Action Research and teaching materials. However, they also had problem improving their professional skills, because the challenges they faced are not only from external one, but also from internal factor.


teacher professional development, the teachers’ perceptions teacher professional development, the teachers’ perceptions

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