DELVING INTO EFL TEACHER LEARNING DEVELOPMENT: A SURVEY STUDY

Abstract

It is noticed that learning not only refer to students, but also involve teachers whose task is to learning new knowledge as a part of professional teaching development. This study contributed on investigating EFL teachers’ perceptions regarding teacher learning process. Using a survey study, it invited 113 novice and experienced EFL teachers from both urban and rural Indonesia to participate in completing a questionnaire within two weeks. Descriptive statistics was promoted to estimate participants’ quantitative perceptions. As for the results, the participants disclosed either positive or negative perceptions, beliefs, and practices of four indicators of teacher learning, including Teacher cognition and beliefs, Teacher emotions, Teacher motivations, and Contextual variables. Although the participants emerged with different ideas about their learning responsibility, their perceptions regarding the importance of understanding new knowledge remained higher. It implies that the EFL teachers require continuous transformative integration of learning engagement that leads them to empower professional development as effective English teachers.