Teachers’ Continuing Professional Development (CPD) is essential as it’s a crucial way for upgrading their teaching standards and skills. Many activities regarding CPD practices can be implemented by teachers, not only to maximize their potential but also to enhance their skills and abilities. One of the activities that should be conducted by professional teachers to contribute insights to the improvement of their teaching competencies is researching, which ultimate goal is basically to evaluate the teaching and learning process in the classroom. In line with the importance of research for teachers, this study attempts to investigate their perceptions toward research literacy in their CPD. 30 EFL teachers in the Province of East Nusa Tenggara, Indonesia have been randomly selected to participate as the respondents in this study. Based on the results of questionnaire, interview, and Focus Group Discussion, the research reveals that all teachers are aware of how important and necessary CPD is for them. Unfortunately, most of them have more or less similar common issues toward implementing CPD activities, particularly, research activity, such as tight teaching schedule, budget constraints, less of motivation and support, and beliefs and attitudes toward research in particular and CPD in general. All the previously mentioned issues have critically affected not only teachers’ research literacy but also the overall implementation of CPD.

Authors:
Santri Emilin Pingsaboi Djahimo, Nusa Cendana University, Indonesia

About the Presenter(s)
Ms Santri Emilin Pingsaboi Djahimo is a University Assistant Professor/Lecturer at Nusa Cendana University (UNDANA) in Indonesia

See this presentation on the full schedule – Thursday Schedule

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