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All Journal Journal of Education and Learning (EduLearn) KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE Jurnal Penelitian Pendidikan Sejarah UHO Jurnal Wahana Kajian Pendidikan IPS Journal of Basication (JOB) : Jurnal Pendidikan Dasar Jurnal SUBLIMAPSI JOURNAL OF HUMANITIES, SOCIAL SCIENCES AND BUSINESS (JHSSB) Syi`ar : Jurnal Ilmu Komunikasi, Penyuluhan dan Bimbingan Masyarakat Islam Jurnal Penelitian Budaya International Journal on Advanced Technology, Engineering, and Information System (IJATEIS) INJURITY: Journal of Interdisciplinary Studies Al-Bustan: Jurnal Pendidikan Islam Jurnal Pendidikan Progresif
Jamiludin, Jamiludin
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Digital language teacher professional development in online community of practice: Indonesia-Vietnam perspective Nggawu, La Ode; Jamiludin, Jamiludin; Darnawati, Darnawati; Uke, Waode Ade Sarasmita; Anas, Ismail; Thao, Nguyen Thi Phuong; Thư, Võ Thị Anh
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22939

Abstract

This study investigates digital language teacher professional development (TPD) within online communities in Indonesia and Vietnam, employing Pinar’s currere framework to identify optimal practices. Through qualitative methods, including interviews and observations, this study examined the experiences of English language educators navigating digital education in these countries. The findings indicate that, while both nations emphasize the significance of digital literacy, educators encounter challenges in acquiring essential digital competencies due to limited resources and infrastructure. Online communities of practice (CoPs) function as valuable platforms for knowledge dissemination, peer support, and professional growth, enabling teachers to enhance their digital proficiency. However, issues such as internet accessibility, time constraints, and language barriers persist as obstacles. This investigation underscores the necessity for tailored TPD programs that address these specific challenges, ultimately fostering effective integration of technology into language instruction.
Co-Authors Abd. Rasyid Syamsuri Amran Amran Anas, Ismail Andi Herman Jaya Asna, WA Ode Darnawati, Darnawati Dauliyah, Syahri Dian Ardiansah, Dian Esti Wulandari Hakim, Jefri Effendy Hamiru, La Ode Hanie Teki Tjendani, Hanie Teki Hayari, Hayari Herik, Eva La Ode Ali Basri La Ode Monto Bauto, La Ode Monto La Ode Nggawu Laendatu Paembonan Marhan, Citra Nguyen Thi Phuong Thao Nur, Rifai Nurhidayat Nurhidayat Parinding, Kalvin Pasiori, Wahiudin Paskual, Meity Ferdiana Rachmat, Sarah Ayu Salawani, Salawani salwiarni, Salwiarni Sari, Linda Sudi, La Sunardi Sunardi Thư, Võ Thị Anh Wahyuni, Reski Waode Ade Sarasmita Uke Yuspitalia, Andi Sri