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Vol. 6, No. 2, August 2023, pp. 124-136  

       https://doi.org/10.12928/eltej.v6i2.10076          http://journal2.uad.ac.id/index.php/eltej/index        eltej@pbi.uad.ac.id  

The contribution of online inservice teacher education program 

(PPG Dalam Jabatan) on teachers' changes 

Basikin  

Universitas Negeri Yogyakarta, Jl. Colombo No.1, Karangmalang, Yogyakarta, D.I. Yogyakarta 55281, Indonesia 

basikin@uny.ac.id   

  

A R T I C L E  I N F O 

  

A B ST R ACT   

 

 

Article history 

Received 16 June 2023 

Revised 12 August 2023 

Accepted 25 August 2023 

  Teacher professional development (TPD) programs have been 
considered an important aspect in teacher development and quality 
improvement. They are believed to be able to improve teachers’ 
knowledge and skills which in turn improve students’ learning and 
improvement. This study examined the contribution of a TPD program 
for English teachers, PPG in Indonesia on the teacher professionalism, 
particularly on their beliefs about good English teaching, knowledge 
and skills in English teaching, and practices in the classroom teaching. 
Data were collected through an open-ended survey, observation, and 
reflective interviews with online-inservice PPG teacher alumni. 
Findings suggested that although teacher participants reported that 
PPG contributed to changes in their beliefs about better English 
teaching and knowledge and skills in teaching English, such changes 
were not reflected in their teaching practices. Such findings implied an 
improvement of the PPG program structure to include support 
provided to teachers when they implement the knowledge and skills in 
the classrooms.  

 

This is an open access article under the CC–BY-SA license.    

 

 
Keywords 

Teacher change 

Teacher professionalism  

Teacher Professional Development 

 

 

  

How to Cite: Basikin. (2023). The contribution of online inservice teacher education program (PPG Dalam 
Jabatan) on teachers' changes. English Language Teaching Educational Journal, 6 (2), 124-136. 
https://doi.org/10.12928/eltej.v6i2.10076 

1. Introduction  

Teacher Professional Development (TPD) has been considered a critical factor in enhancing 
educational quality and teacher effectiveness (Arifani et al., 2019; Gore et al., 2017). It has been 
recognized for its vital role for enhancing teacher competencies (Situmorang et al., 2022); addressing 
the evolving needs of students (Goodwyn et al., 2022); preparing teachers for the changing 
technological landscape and educational systems (Haug & Mork, 2021; Meniado, 2023; Sadeghi & 
Thomas, 2023). Given such implications, Guskey (2002) posited that for a TPD program to be 
successful, it should be able to alter both teachers' practices and their beliefs – a concept termed as 
teacher change. Guskey further emphasized that a change in teachers' beliefs is dependent on the new 
practices improving student achievement – i.e., teachers' beliefs of a novel practice is dependent on 
whether such practice has a tangible effect on student achievement.  

Coldwell’s (2017) defines TPD as both formal and informal methods and initiatives aiming at 
fostering the growth of teachers in their professional capacities. In addition, Sancar et al. (2021) have 
defined TPD as a long-term process that begins with a teacher education program, during which 
teacher candidates learn theories on how to be teachers in pre-service TPD through classroom sessions 
and practice the knowledge through micro-teaching and internships at schools (Goodwyn et al., 2022). 
At this stage, the roles of teacher educators are crucial since they are expected to assist the student 
teachers in connecting theories and practices (Kalloo et al., 2020). TPD does not end once student 
teachers complete their education, instead it continues throughout the teachers’ career when they are 

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involved in daily teaching and learning activities. This continuous learning, especially of the formal 
methods are termed in-service TPD. 

Researchers in TPD shared the beliefs that the sole main evidence of a success of a TPD is the 
ability for the TPD to encourage changes in teachers. It is a failure and a waste of time, energy, and 
money when teachers did not change after attending a TPD program. In the context of professional 
development, changes refer to the process by which teachers alter their instructional practices, beliefs, 
and attitudes as a result of their learning and experiences in professional training activities (Guskey, 
2002b; Whitworth & Chiu, 2015). This change, according to Clarke and Hollingsworth (2002), stems 
from training initiatives, adaptation processes, personal development, local form, systemic 
restructuring, and or learning. However, it should also be noted that changes following a TPD could 
be affected by multifaceted parameters (Ahadi et al., 2024).  

In terms of teacher change, Guskey  (2002a, 2002b) has proposed a model of professional 
development and teacher change (Figure 1). In his model Guskey identified three changes that were 
potentially to happen in relation to teacher attendance in a TPD. Those changes were 1) changes in 
teacher classroom practices, 2) changes in students’ learning outcome, and 3) changes in teachers’ 
beliefs and attitudes. Although it was proposed in quite some time, the model has been adopted by 
many researchers when looking at the effectiveness of a TPD in relation to teachers changes. However, 
critiques have also arose and put forward by researchers. Critiques towards Guskey’s model centered 
on the simplistic nature of the linear order of the changes (Opfer & Pedder, 2011). It is such critiques 
that triggered the need for a study to see a more intricate, rather than linear impact of TPD on teachers. 

 

Figure 1. Guskey’s Model of TPD and Teacher Changes 

However, research has shown different findings in the effectiveness of TPD activities in improving 
teachers’ knowledge and skills. Their effectiveness depends on specific characteristics that include 
active learning, coherence, and duration of the activity (Bryk, 2015; Darling-Hammond, 2017; 2021; 
Mukrim et al., 2023), whether or not they prompt teachers to question their professional routines and 
learn new approaches to their teaching practices (Sims et al., 2021). Some research shows the positive 
impact of TPD related to changes in teacher beliefs about teaching (Klassen et al., 2023; Meyer et al., 
2023; Sancar et al., 2021), teacher practices (Ehlert & Souvignier, 2023; Ho et al., 2023; Mukrim et 
al., 2023). Little however is known about the impact of TPD on improvement in student achievement. 
Especially in the Indonesian context, there has been little evaluation on PD program that extent to the 
time where teachers had to implement the new instruction in the classroom.  

This research was situated in the context of a TPD to certify teachers to become professional 
teachers in Indonesia, called the Teacher Professional Education Program, or to PPG or Program 
Pendidikan Profesi Guru. PPG is designed so that teachers have literacy in information and 
communication technology, innovation, and language skills to manage problem-based and project-
based learning (GTK, 2022). In addition, they also have the skills of the industrial revolution era 4.0 
which prioritizes critical thinking, problem solving, communication, collaboration, and creativity. 
There are two types of PPG in the context of Indonesian teacher development. The first PPG is a one-
year preservice teacher professional education preparing Bachelors’ degree graduate to become 
teachers. This PPG is conducted offline. The second PPG is an online inservice program to sertify 
teachers to become professional teachers. 

The online PPG for in-service teachers aims at preparing teachers as professional educators 
who have good character, are knowledgeable, adaptive, creative, innovative, and competitive 
with the main task of educating, teaching, guiding, directing, training, and assessing and 
evaluating students. Participants are required to finish the programs and earns 38 credits or equals 

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to two semesters’ credits. The program covers three parts of 1) upgrading teachers’ knowledge, 2) 
developing learning kits, and 3) teaching practicum.  The program is also to address improvement in 
the four Indonesian teacher professional competences covering the interpersonal competences, social 
competence, professional competence, and pedagogic competence. Because PPG is a high stake TPD 
program where the results is very importance, it is very important to evaluate its effectiveness. This 
research, therefore, will seek for answers the questions of 1) whether PPG contributes to changes in 
teachers’ beliefs about teaching English, and 2) whether the changes in the beliefs are manifested in 
the classroom teaching practices.  

This research is important firstly because research on PPG has not been measuring 
comprehensively among changes in the beliefs, perceived knowledge and skills, and classroom 
practices (Averina & Kuswandono, 2023; Mukrim et al., 2023). In addition, there has been no 
agreement on the effectiveness of TPD related to whether they can result on sustained changes. 
Secondly, past research has focused mostly on investigating the characteristics of effective PD in 
traditional face-to-face formats (Daud et al., 2020). To date, there is little evidence on the quality of 
formal online PD activities, or how formal online PD contribute to improving teachers’ professional 
practices. It is therefore necessary to get evidence on the contribution of online TPD. This is crucial 
such as a TPD in the Indonesian context when PPG has significant impact on teacher profession, for 
example to certify teachers to be considered being professional. 

2. Methodology  

2.1. Research Design 

This research was qualitative research aiming at exploring the impacts of an online in-service 
Teacher Professional Development (PPG) program on teacher professionalism. In achieving the 
objective, a purposive sampling method was used to select participants, targeting PPG alumni who 
registered into the PPG program in 2022. An open-ended survey was sent to 40 alumni, of whom 30 
responded to the survey that was available in December 2022. The responding participants were 
teachers with experiences between 5 to 15 years from 8 provinces in Indonesia (presented in Table 1). 
As a follow up study, three participants who were observed when they were teaching and interviewed 
to reflect and confirm their practices. Observations and reflective interviews focus on two aspects of 
student-centered practices in the classroom and the amount of English spoken by teachers when 
teaching. Each participants taught twice. 

2.2. Instrument and Data Collection Technique 

Data collection for this study was conducted through an open-ended survey, which was designed 
based on the principles outlined in Guskey's Model of Teacher Change (Guskey, 2002). The survey 
was divided into two sections. The first section focused on gathering demographic information from 
the participants. This included details about their teaching experience, the districts where they are 
currently teaching, the type of schools (public or private) where they are employed, and their 
educational qualifications.  

The second part of the survey was two open-ended questions asking 1) changes in the beliefs and 
2) their teaching practices resulting from their participation the PPG program. These two questions 
were developed based on the syntheses of changes that were possible to happen among teachers after 
attending a TPD. This survey was given approximately two months after the participants finished their 
PPG.   

In addition to these open-ended questions, the researcher also conducted class observations on 
three teachers twice each. The observations were done by watching video recorded of classrooms after 
the data from the questionnaire were analyzed. The observations were aimed at checking whether 
teachers taught as what they believed stated in the survey. They focused on looking at whether the 
teachings practiced by the participants were conducted based on learner-centered perspectives and 
whether teachers provided the students with adequate exposures of English to scaffold students 
English mastery. The results of the observation were followed up and checked with participants’ 
reflection about their classroom practicing on their beliefs. 



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2.3. Data Analysis 

The collected data from the open ended questions, class observations, and reflective interview were 
analyzed using the descriptive qualitative data analyses following data coding proposed by Saldana in 
Leavy (2023). Coding was done by reflecting on the meaning of every qualitative datum, condensing 
the data, looking for categories and themes, and generating the bones for the analysis, and finally 
assembling the bones into the working skeleton (Charmaz, 2014; Charmaz & Thornberg, 2021). This 
working skeleton is in the forms of core categories, key assertion, primary themes, and theories. Data 
credibility and trustworthiness in this analysis were gained by doing intercoder reliability and 
dialogical intersubjectivity. Intercoder reliability was conducted by having more than one coder of the 
data working on the data analysis process and comparing the results of the coding. Dialogical 
intersubjectivity was done by continuous communication and discussion between the coders 
throughout the process of data analysis. Every time coders finished with a category of data, for 
example data from open-ended questionnaire, they discussed what and how they did the analyses, and 
what trends emerged from the data. This was done with the data from classroom observations and the 
reflective interviews. 

3. Findings and Discussion 

3.1 The Description of the Subject 

There were 30 teachers participating in this study.  The description and distribution of the subjects 
are presented in Table 1. 

Table 1.  Subject Description and Distribution 

Demographic 
Information 

Categories N 
Cumulativ

e 

Educational qualification Bachelor in English Education 28 30 

Others 2  

Teaching experiences < 5 years 7 30 

6 - 10 years 19  

11 - 15 years 4  

School types Public Schools 24 30 

 Private Schools 6  

Provinces  West Java 18 30 

 Riau Islands 3  

 North Sulawesi 3  

 West Sulawesi 2  

 North Kalimantan 1  

 North Sumatra 1  

 South Sulawesi 1  

 West Kalimantan 1  

 

3.2. Changes in the Beliefs about English Teaching 

Findings from the present study reveals that the in-service teacher professional development 
contributed to changes in participants’ beliefs about English teaching. Two major belief changes found 

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in the responses were related to teaching English that were reported by the participants. The first belief 
is the belief that teaching English must be learner-centered. Some emerging themes related to this 
belief were like focusing on learners, paying attention to students’ needs, and paying attention to 
learners’ differences. One participant for example stated, “We have to understand the students' needs 
and the students are the center in the classroom.” (P.2) In addition, one participant said “Before 
attending the TPD program, I felt that teaching English only focused on delivering the material. 
However, after participating in PPG … I realized that teachers must understand the students' 
characteristics and [learning] needs…” (P.3) 

The second belief change reported by the most of participants about teaching English was related 
to the provision of adequate English exposures to the students. This belief was related to the amount 
of English the participants spoke when teaching. Before attending the PPG, most participants reported 
that they spoke English less than 30% in the classrooms. Most of the language they spoke was 
Indonesian – Bahasa Indonesia. Very few of them reported more than 50% of English spoken in the 
classrooms. Most of the reasons why they spoke little English were because their students did not 
understand English. This made the participants were fear for low students’ understanding and not 
completing the materials they had planned.  

The third beliefs change about language teaching was related to the beliefs that language 
classrooms should be fun. A participant suggested that “From PPG, I understand more about teaching 
strategies, teaching methods, and I also know some platforms to make the teaching process more fun. 
I also learned how to make better PowerPoint slides, fun English games, and even create my own 
simple English games.” (P.23). 

3.3. Changes in the Knowledge and Perceived Teaching Abilities 

In terms of whether there were changes in the knowledge and ability to teach English, 29 
participants reported that their knowledge changed. Changes in participants’ knowledge included 
knowledge about better, more interesting, and more effective English learning. This was like what 
some participants said “ … now, now … I know a lot of knowledge about that” (P.2); “ … but after 
attending PPG classes I became aware of a lot of methods and media that can be used to make 
learning English more interesting (P.27)”: “ … “now I know what good media are like” (P.16). 
Other participants also reported on their better understanding about how to understand the 
students and how to conduct specific teaching strategies, such as implementing differentiated 
learning.  

Another finding identified from the participants’ responses was related to the improvement in 
participants’ perceived abilities. Various improvements were reported including improved ability to 
use innovative learning methods, better media, and assessments. One participant, for example, said:  

“Before participating in TPD, I taught using old methods. I did not use any media and my students 
were not interested in my lessons. After participating in TPD, I started using innovative learning 
methods and used more media. As a result, my students have become more interested in my lessons” 
(P6). 

 Another participant reported the improved knowledge about media and media usage by saying 
that “Before the program I just know a little bit about technology that can be used for media 
teaching learning, but after this program I know and can use many media technology that can use 
for teaching learning process” (P.9). In addition, participants also reported better ability in writing 
lesson plans (P2, P4, and P5) and assessing students’ learning (P2, P3, P6, P12, and P17). 

3.4. Changes in teachers’ practices 

Data about teachers’ practices were collected through the observation on teachers teaching in the 
classrooms. They are about the learner-centered activities and the number of English teachers spoke 
during the teaching. They also functioned to check whether changes in the beliefs about teaching 
English that the participants reported in were practiced in the classrooms. 

From the class observations, it was found that although participants reported changes in their 
beliefs toward the student-centered English learning, they did not successfully put the beliefs into 
practices. Most of the time, more than 75% of the class activities, teachers still dominated the class. 
On few occasions did teachers facilitated group works. Very few students did initiate conversations, 



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ask questions, or answer questions from the teachers. Interactions are mostly in the form teacher – 
student interaction (Figure 2). 

 

 

 

Figure 2. Trends in classroom interaction practiced by teachers 

Figure 2 shows that the teacher dominated the interactions. Although students were clustered in 
few group activities, their interactions were mostly guided by the teacher. Rather than engaging the 
students, the teacher functioned more in controlling the activities – and the students. Teachers very 
often broke their own commitments, for example commitment about time given to the groups to finish 
works. Teachers interfere group interaction by asking not necessary questions such asking whether 
groups had finished working while time was still available. 

The second change in the belief about teaching English that was reported by the participants was 
related to the necessity of adequate English exposures provided to the students. Changes, however, 
were barely observed in the classrooms. Teachers still spoke English very little when teaching and 
interacting with the students. Most of the time, conversations were in Indonesian, or English 
accompanied with Indonesian translation. Teachers sometimes brought recordings or English videos 
as inputs of learning. However, when discussing the English recording – songs or recorded texts, or 
short videos, discussion were mostly in Indonesian. Even routines were mostly in Indonesian – 
classroom English were rarely used. Altogether, the amount of English spoken in the classrooms were 
still between 25% - 55%. 

3.5. Data from the reflective interviews 

Reflective interviews were done after data from the classroom observations were analyzed and 
trends were identified and discussed. These interviews aimed at revealing the underlying reasons 
motivating teachers’ teaching in the classrooms. It was evident that although teachers believed that 
learning should be learner centered and that students need adequate supports in the forms of adequate 
exposures of English, their teaching were still far different from the beliefs. Important features 
emerging from the classroom observations was that teacher-centered learning was still clearly 
identified in the classrooms – negotiations about what, how to learn, and how learnings were assessed 
were still not evident, teaching was still dominated by the teachers, and among-student interactions 
were rare. Reasons why teachings were as such were revealed from the reflective interviews. The first 
reason was that practicing the beliefs was not very easy. Participant No. 4 (P4) for example says that 
‘It was difficult to ask students to be active in the classrooms. Their confidence in speaking English 
was very low”. This was confirmed by several other participants saying that they were tempted to 
dominate the class because students remained silent, even after they provided time and support for the 



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students. This was why teachers tended to speak less English and more Indonesian. Although they 
believed that English exposures were not enough and needed to be improved, they had not practiced 
the beliefs.  

The second findings were related to the less post-program support at schools. Some participants 
stated that when they tried to practice their beliefs, they often got difficulties. They knew how they 
supposed to do in order that teaching was successful. However, they always faced problems in the 
implementation process. Unfortunately, support was often not available when they faced problems. In 
most schools, their senior teachers, those who finished PPG earlier did not practiced teaching as it was 
taught in the program. When they were struggling to implement their new knowledge about better 
English teaching, they did not get adequate support.  

3.6. Discussion 

1) Changes in participants’ perceived knowledge, skills, beliefs, and practices. 

Findings from the present study reported that there were changes in their knowledge and skills in 
their teaching English. Participants also reported their beliefs about how they supposed to teach 
English, particularly their beliefs in adequate exposure and learner-centered classrooms. Finding from 
classroom observation, however, did not support participants’ claims. Changes in the belief and their 
improved knowledge about teaching Englis did not seem to manifest in their classroom teaching 
practices. 

When compared to Guskey’s model of teachers’ change due to attendance to a PD program, the 
reported changes did not seem to in line with the model. This is in line with Germuth (2018) who 
found that although teachers very often reported the changes in their knowledge and skills of teaching, 
they rarely implement the knowledge about the new instruction in their classrooms. She further argued 
that this is because the limited access to support when they had been back at schools. Particularly 
when the PD was conducted online, perceived changes in teachers’ knowledge and skills were not 
necessarily reflected in changes in their teaching practices (Ehlert & Souvignier, 2023; Meyer et al., 
2023).   

2) Mismatch in teachers’ beliefs and practices in English learning 

Findings from this study revealed the differences in teachers’ beliefs about English teaching and 
classroom practices. Changes in both the beliefs about learner-centered learning and the adequate 
English exposures were not observed in the classrooms. As it was described in the findings, teachers 
still dominated the interaction. Interaction (Figure 1) did not reflect the prescribed pattern of 
interaction in learner-centered learning, where interaction was richer not only between teacher and 
students with communication initiated and controlled by teachers (Sajidin & Ashadi, 2021). 
Interaction should be more dynamic reflecting more interaction among students in addition to 
interaction between teacher and students (Figure 2). 

 



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Figure 3. Hypothetical Interaction in Student-centered Learning 

Findings have been identified in previous studies concluding that teachers’ perceived beliefs are 
not necessarily congruent with their observed practices (Borg, 2011; Farrell & Ives, 2015). Especially 
when the time between the survey and the observation was relatively short. There were at least two 
explanations to answer this mismatch.  

First explanation about the mismatch was related to the inadequate understanding that participants 
had about learner-centered learning. Learner-centred learning is a broad multifaceted concept that has 
been defined from several perspectives (Nunan, 2013; Starkey, 2017). This wide-ranging nature of 
the concept has made it difficult for teachers to operationalize it in the classroom (Neumann, 2013; 
Schweisfurth, 2015). First evidence observed from the classroom practices was related to the absence 
of negotiation learning with the students about what and how to learn as well as how learning was 
assessed. Negotiation was important because learner-centered learning promoted individualized 
learning experiences. It catered to diverse learner needs and preferences (Tomlinson, 2014) and 
fostered higher engagement and relevance. Negotiating learning would facilitate students to find 
personal meaningfulness in the learning content. Second, there was a suspicion that what was meant 
by centering to learners understood by the participants was merely related to active participation 
among the students (Sajidin & Ashadi, 2021). The teaching conducted by the participants failed to 
bring the more important ingredients of leaner-centered learning such as the promotion of personalized 
learning experiences to address the unique needs and preferences (Tomlinson, 2014) and 
accommodating varying learning styles and proficiency levels (Gardner & Miller, 2013). 
Unsuccessful implementation of learner-centered learning due to lack of teachers understanding had 
long been put forward by researchers (Dello-Iacovo, 2009; Dyer, 1994; Todd & Mason, 2005). 

This also applied with the remaining minimum exposures of English in the classrooms, despite the 
increasing perceived language skills reported by the participants. The reason that little use of English 
in the classrooms was related to the low ability of the students to understand English seemed to be 
questionable. A possible cause of the limited English exposure in the classroom was due to teachers’ 
low proficiency and confidence to speak English. This was congruent with findings such as the cases 
of low proficiency among English teachers in Asia (Dudzik & Nguyen, 2015; Hamid & Nguyen, 
2016), Indonesian English teachers had problems (Wulyani et al., 2021). They found that Indonesian 
English teachers had sub-standard vocabulary mastery, reading mastery than the expected baseline, 
and their writing ability was only slightly below the required baseline of 5.5. This was in line with 
earlier studies suggesting the low proficiency of English teachers in Indonesia (Anita et al., 2019; 
Renandya et al., 2018). 

The second explanation was by looking at the differences not as a mismatch, but as developing 
skills among the participants. Researchers often looked at the non-congruent nature between teachers’ 
beliefs and their practices as a developmental process, particularly when those teachers were made 
aware of these differences (Farrell & Ives, 2015). In addition, changes in teaching practices required 
much time and support. These were among the constraints of this study. There was not enough time 
between the participants’ attendance to PPG and the observations on the classroom practices. Support 
to teachers’ practices was so minimal as well. Because inservice PPG was conducted online, support 
needed to participants teaching practices was probably not enough. 

When referring to Guskey’s model of TPD and teacher change (Guskey, 2002), the beliefs changes 
reported by the teacher did not seem to reflect on the changes outlined in the model. While changes 
in the model refers more to the sustained change of beliefs because their new practices were proven 
to bring positive changes in the students’ achievement, changes reported by the participants were more 
related to changes in their perceived beliefs. They, therefore, were potentially not reflected in their 
practices. This is in line what reported in Meyer’s and Yang’s findings (Meyer et al., 2023; Yang, 
2023). 

3.7. Limitation of the study 

This study revealed changes in teachers’ perceived beliefs about teaching English and knowledge 
and skills in teaching English. However, such belief changes do not manifest in the classroom 
practices of the participants. Such a deviation from the model of teacher change after attending a TPD 
program (Guskey, 2002; Whitworth & Chiu, 2015) perhaps was due to the limitation of this study 
where observations of the practices were conducted shortly after teachers’ attendance in the TPD. This 



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is also perhaps because this study had no access towards whether support was available to participants 
when implementing the results of the TPD. Research has suggested that the availability of support is 
an essential aspects of successful PD programs (Aelterman et al., 2016; Kang, 2020; Sancar et al., 
2021; Yang, 2023). When support is available, struggling teachers in the implementation of new 
instruction will keep on trying. When it is not, teachers will quit trying the new instruction and go 
back to their old ways of teaching. Future studies, therefore, would yield better and more 
comprehensive findings when they include the availability of support when teachers try the new 
instruction in their classrooms. 

4. Conclusion 

Findings from this study revealed that PPG contribute to both the participants’ beliefs about the 
better way to teaching English, that were by implementing student-centered learning and providing 
more English exposure to students. PPG also contributed to the improvement of their perceived 
knowledge and skills in teaching English. However, it failed to provide the evidence of the belief 
changes in participants practices in the classrooms. Improved perceived knowledge and skills in 
teaching English did not seem to support their teaching, either. Such discrepancy with a more widely 
model of change suggested by previous research might stem from the growing status of teachers’ 
knowledge skills or the absence of adequate support available to participants.  

An implication of the findings was related to the needs to provide support for teachers when they 
tried to practice their new knowledge. Support was necessary to assure that when teachers got 
difficulties in implementing the newly understood better practices, they go on trying, but not quitting. 
Support might be in the form of community learning at schools, teacher special group discussion, 
workshops on post training activities, or other collegial teacher forums. Without adequate support 
teachers would go back to their old practices when they face difficulties and drawbacks. 

Based on the findings, this study recommends more comprehensive future research to involve more 
subjects and more comprehensive research designs, for example, involving quantitative data with 
more subjects and are conducted longitudinally. Longitudinal quantitative data will hopefully yield in 
more comprehensive and representative findings.  

Acknowledgment 

I would like to express my gratitude to the anonymous participants who took parts and made 
contributions in this research. 

Declarations 
Author contribution : This paper is a single writer paper as a part of research on the online PPG. 

The writer prepared and drafted the manuscript, constructed the 

instruments, collected and analyzed the data. 

Funding statement : The research is funded individually. 

Conflict of interest : The author declares no conflicts of interest. 

Ethics declaration 

 

 

 

 

 

 

Additional 

information 

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: 

I as the author acknowledge that this work has been written based on 
ethical research that conforms with the regulations of my university and 
that I have obtained the permission from the relevant institute when 
collecting data. 

I support English Language Teaching Educational Journal (ELTEJ) in 
maintaining high standards of personal conduct, practicing honesty in all 
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https://doi.org/10.29333/iji.2022.15237a
https://doi.org/10.1080/17508487.2017.1281829
https://doi.org/10.1016/j.ijedudev.2004.08.003
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	1. Introduction
	2. Methodology
	2.1. Research Design
	2.2. Instrument and Data Collection Technique
	2.3. Data Analysis

	3. Findings and Discussion
	3.1 The Description of the Subject
	3.2. Changes in the Beliefs about English Teaching
	3.3. Changes in the Knowledge and Perceived Teaching Abilities
	3.4. Changes in teachers’ practices
	3.5. Data from the reflective interviews
	3.6. Discussion
	1) Changes in participants’ perceived knowledge, skills, beliefs, and practices.
	2) Mismatch in teachers’ beliefs and practices in English learning

	3.7. Limitation of the study

	4. Conclusion
	Acknowledgment
	Declarations
	REFERENCES

