This research aimed to investigate what certified and uncertified English
Teachers that they did to pursue professional development. The reason why the
researcher chose this title because certified teachers cannot always be assumed to
reflect superior competence. On the other side, the teachers who are not yet
certified also can do professional development by evaluation and training. The
previous study done by Fahmi (2011) showed that the certification program is not
always followed by teachers’ better performance in professional development as
well as in improving students’ performance.
This research used descriptive qualitative research in which the data are
analyzed qualitatively. To collect the data, the researcher used two techniques
such as questionnaire and interview. Data processing in this research is divided
into three phases : collecting, classifying, and editing. Then, all the data are
analyzed by using descriptive qualitative approach.
The objective of the research were: First, to know what kind of
professional development experienced by certified and uncertified English
teachers. Second, to know what are the challenges faced by certified and
uncertified English teachers in pursuing professional development. Third, to know
what kind of supports have been given to them pursue professional development.
The subject of this research were 20 English Teachers consisting of 10
certified and 10 uncertified English teachers from 9 senior High Schools in
Banjarmasin. The object of this research was English teachers professional
development.
The findings of this research showed that Senior High School certified
English teachers did many professional development types than Senior High
School uncertified English teachers in Banjarmasin.