| dc.description.abstract | This study aims to investigate the participation and challenges faced by English
language teachers in Teacher Professional Development (TPD). Although TPD has
been studied in various school settings, less focus has been given to the experiences of
English teachers in pesantren settings and compared them to English teachers public
schools. To better understand the differences and challenges faced in both contexts, this
gap led to a qualitative study. Participant requirement was employed to recruit two English
teachers representing distinct school types: a public school in urban Yogyakarta and a Islamic
boarding school pesantren in rural Lampung, as participants for in-depth interviews within a
descriptive qualitative framework.The data were analyzed by using thematic analysis. The
results showed that Teacher B only has access to two forms of TPD-workshop and
teacher support groups while Teacher A has more access to all four forms: workshops,
self- monitoring, teacher support group, and peer observation. Teacher B face more
significant constraints in the form of inadequate pre- service preparation, limited access
to technology, and low English language competence. Despite the difficulties, TPD
helped both teachers become more motivated and improve their teaching skills. Based
on the research findings, it is recommended that schools and education authorities
provide more accessible and structured TPD programs. | en_US |
