ABSTRACT
The aim of this paper is to explore English teachers’ perceptions of sustainable model of professional development programs. Professional development of English teachers in Indonesia has become the central issue nowadays especially in relation to the lack of many trained and knowledgeable English teachers who teach in primary schools. As found in two studies (Wati 2011, Yuwono 2005), the professional development programs through short workshops, short periods of teacher training and in-site training have failed to improve the quality of English teachers. The research concluded that there are some serious problems in terms of improving teachers’ quality in Indonesia; a) unbalanced educational training programs from elementary school level to high school level; b) ineffectiveness of training; c) different concept of what teachers got from training is different from what they applied in the class (Wati 2011, Yuwono 2005). Besides, many of the English teachers who teach in primary schools do not graduate from the English Education study program and this means that they are less trained to teach English (Rosmaladewi 2017) and bring little impact on quality teaching and learning (Widodo et al. 2009). For these reasons, professional development issues are important to be explored.
