1 COURSERA ONLINE COURSES FOR EFL TEACHERS’ PROFESSIONAL DEVELOPMENT Arnis Silvia (arnis.silvia@gmail.com) Faculty of Da’wa and Communication UIN Syarif Hidayatullah Jakarta Abstract EFL teachers are facing growing challenge to foster their professional development. At the same time, they are occupied by administrative works at school, by initiatives to improve students’ proficiency and by an urgency to be updated on their field issues. Conventional professional development programs were commonly costly, centralize on big cities and did not provide a nature of collaboration. On the other hands, there have been a rapid growth of MOOC (Massive Open Online Courses) provided by big names of world class universities and open source platforms. Among other courses, these MOOCs provide professional development programs for teachers which is collaborative in nature and cost free. This paper presents the attitudes towards professional development program by Coursera (coursera.org) perceived by teachers/participants of Foundation of Teaching for Learning 1: Introduction course. The survey reveals that most participants see the course structure is well organized and effective and the materials learnt help them to improve their teaching practice. However, the participants feel that the institutions did not commonly support the participants for such professional development programs. What does it mean to be a professional TEFL teacher? Australian Council of Profession (2004) defines profession as: 1) a disciplined group of individuals who adhere ethical standard, 2) who are accepted by the public as possessing special knowledge and skills in a widely recognized body of learning, research, education, training at a high level, and 3) who are prepared to apply this knowledge and exercise the skills in the interest of other. These definitions suggest that a professional teachers are not only knowledgable in delivering the lesson, conducting research and training, but also abide by the ethical standards and dedicate themselves for the other’s (students) improvement. There have been growing evidence demonstrating that—among all educational resources—teachers’ abilities are especially crucial contributors to students’ learning (Darling-Hammond, 2006). Teachers need not only to be able to keep order and provide useful information to students but also to be increasingly effective in enabling a diverse group of students to learn ever more complex material (Darling-Hammond, 2006). To support this, continuous professional development programs should be carried out. Professional development programs are systematic efforts to bring about change in the lassroom practices of teachers, in their attitudes and beliefs, and in the learning outcomes of students (Guskey, 2002). Ideally, an effective PD program works flexibly around teachers’ busy schedules, provides sustained follow-up, includes ongoing coaching, engages teachers