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The study identifies core pedagogic and professional competencies, classroom implementation obstacles, and practical benefits, with recommendations to consider financial and demographic aspects.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Professional Development Program: Challenges and Benefits  \nDewi Listia Apriliyanti  \nIKIP Siliwangi  \n[Corresponding Email:](Corresponding Email: apriliyanti.dl@ikipsiliwangi.ac.id)[ ](Corresponding Email: apriliyanti.dl@ikipsiliwangi.ac.id)[apriliyanti.dl@ikipsiliwangi.ac.id](Corresponding Email: apriliyanti.dl@ikipsiliwangi.ac.id)  \nDOI 10.35974/acuity.v5i1.2042  \nABSTRACT  \nTeachers’ professional development program is considered to play an important role in enhancing teacher competencies. An observational case study is conducted to observe teachers’learning process and teachers’ outcomes after learning on the program. Five English teachers who have participated in the professional development program in Indonesia and passed the teachers' competency test in the program have become key informants of this research. The objectives ofthe research are to investigate the learning process on the program and challenges faced by the teachers in implementing their teaching knowledge and outcome of teachers after participating in the program. The research has found three essential findings. First, the research found that pedagogic competencies and professional competencies have become the basic formulation for learning materials that are taught in the program. Second, the research found four obstacles and challenges to implement teachers’ knowledge from the program in their classroom, for instance, innovative teaching methods and creative lesson designs. Third, the investigation also discovered the challenges and the benefits in the implementation of professional learning development as one of the solutions in enhancing English teachers’competencies in Indonesia. Furthermore, this research recommended the stakeholder to consider the financial aspect and the demography aspect in the implementation of the professional teacher development program.  \nKeywords: English teacher; teachers’ Competencies; learning; professional development  \nINTRODUCTION  \nNowadays, the discussion of education has become an endless hot topic because education is the main foundation in forming the characters of nations (Fullan, 2001; Apriliyanti, 2018) . In nurturing dignified nations, the main pioneer is needed as the key successor in the education process itself (DiPaola & Walther-Thomas, 2003) . In this case, teachers are considered as the main agent to guide the generation of a nation towards a better direction (Fullan, 2001) . Hence, discussions related to education cannot be separated from the topic of discussion related to the teachers. Besides, the success of an education system cannot be separated from the quality of the teachers themselves. In other words, the qualities of education process outcomes are closely related to the qualities of teachers when the learning process happens.  \nAlso, the industrial revolution 4.0 has an impact on the advancement of education that is required teachers to be more enterprising in developing their qualities so that they are not left behind by the revolution progress on education. Lifelong learning not only applies to students but also applies to teachers who are evolved from subject material sources to lifelong learning teachers. This is a demand that is increasingly imposed by teachers but has a positive impact on the quality of the teacher's output itself.  \nSpeaking of teachers’ qualities, Stronge (2018) argued that the teachers’ qualities should cover five specific characteristics of teacher responsibilities and behaviors as follow:  \n(1) the teacher as a good personality representation; (2) the teacher as a good classroom manager and organizer; (3) the teacher as a good instructor; (4) the teacher monitors students’progress and potential; (5) the teacher possesses professionalism. Besides, Goldberg (2003) mentioned that to be great teachers, they should have certain qualities, namely, willingness to put learning in the necessary time, love for the age group they teach, a","cbCaie4p5QnuFlgj","https://ap.wps.com/l/cbCaie4p5QnuFlgj","pdf",205913,"English","# Abstract\n# Introduction\n## Education quality and teacher competencies\n## Industrial Revolution 4.0 and lifelong learning\n## Competency frameworks and regulatory basis\n## Research foundation for instruments","[{\"question\":\"What is the main purpose of the professional development program discussed in the study?\",\"answer\":\"To enhance teachers’ competencies through structured professional development and improve outcomes after participating in the program.\"},{\"question\":\"Which competencies are highlighted as essential for developing learning materials in the program?\",\"answer\":\"Pedagogic competencies and professional competencies are identified as the basic formulation for the learning materials taught in the program.\"},{\"question\":\"What challenges do teachers face when implementing program knowledge in their classrooms?\",\"answer\":\"Teachers encounter obstacles related to applying their program knowledge, including innovative teaching methods and creative lesson design requirements.\"}]","Enhancing Teachers’Competencies Through Professional Development Program - Challenges and Benefits | PDF",1792066243,25]