ABSTRACT
Numerous studies on Teacher Professional Development (TPD) have indicated features of effective TPD programs. This attempt, however, has undermined the divergent contexts in which teachers are engaged and contributed to the drawbacks of existing TPD programs, especially in Indonesia. To this extent, there was a need for a study which identified the challenges of TPD programs faced by Indonesian English teachers. This library study was conducted by critically reviewing several related studies in the Indonesian context. Findings show that there are four main challenges, namely extrinsic motivation, lack of institutional supports, the gap between the teachers’ needs and the program, as well as the lack of a sense of autonomy. These findings suggest that the challenges come from both internal and external aspects, and have an important implication for the policymaking in Indonesia.
