INDONESIAN JOURNAL OF APPLIED LINGUISTICS Vol. 10 No. 1, May 2020, pp. 132-142 Available online at: https://ejournal.upi.edu/index.php/IJAL/article/view/25021 https://doi.org/10.17509/ijal.v10i1.25021 132 * Corresponding Author Email: kurniawan@unissula.ac.id Exploring the constructivist mentoring program in developing EFL teacher professionalism: A qualitative approach Kurniawan Yudhi Nugroho 1 *, Zulfa Sakhiyya 2 , Mursid Saleh 2 , Januarius Mujiyanto 2 , and Dwi Rukmini 2 1,2 Doctoral Degree Program of English Language Education, Postgraduate Studies, Universitas Negeri Semarang Gedung A, Kampus Paska Sarjana, Jl. Kelud Utara III, Semarang, Central Java, Indonesia 1 English Teacher Education Study Program, Faculty of Language and Communication Science, Universitas Islam Sultan Agung, Jl. Raya Kaligawe Km. 4 Semarang, Central Java, Indonesia ABSTRACT This paper investigates the implementation of constructivist learning, as it was practiced by five EFL teachers at a vocational high school in Indonesia. We offer a ‘mentoring program’ for teachers to support each other and provide resources that are bottom-up, free, and relevant, conducted in a collegial atm4osphere. We adopted a qualitative approach as it enabled us to understand and cultivate deeper the learning process that occurred in the classroom. Data were qualitatively collected and analyzed in two ways. First, it focused on the participants’ interview, observation, self-reflection and discussion on the variables in the mentoring program covering the need and expectation of EFL teachers in the formal pedagogical setting, sources of teachers’ resistance to participate in Teacher Professional Development (TPD) program, the impact of TPD program on the teacher pedagogical competence, and conditions contributing to sustainable development as a result in the TPD program. Second, it was to disclose the researchers’ viewpoints and reflections under variables, as stated in the earlier analysis. Our research findings suggested that constructivist-learning practices were proven to be successful in helping the teachers experienced promising mentoring progress of TPD. Teachers and students underwent a significant change as the learning activities became more engaging and fun. Teachers confessed to have their pedagogical knowledge and practice expanded while having their attitude and mindset shifted after going through a series of activities inside the mentoring program. The program was central in nurturing teachers’ self-identity and helping them overcome their internal blocks. In the longer-term, this program contributes to developing teacher professionalism as they started to see the potentials and positives impacts of TPD programs. Keywords: Constructivist learning theory; educational action research; EFL teacher professionalism; mentoring program; qualitative approach First Received: 14 January 2020 Revised: 13 March 2020 Accepted: 20 April 2020 Final Proof Received: 24 May 2020 Published: 31 May 2020 How to cite (in APA style): Nugroho, K. Y., Sakhiyya, Z., Saleh, M., Mujiyanto, J., & Rukmini, D. (2020). Exploring the constructivist mentoring program in developing EFL teacher professionalism: A qualitative approach. Indonesian Journal of Applied Linguistics, 10(1), 132-142. https://doi.org/10.17509/ijal.v10i1.25021 INTRODUCTION Disruptive era has brought radical impacts to the system of education worldwide. Teachers and other educational stakeholders are required to fast adapt to the situation. Teacher professional development, as a brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Indonesian Journal of Applied Linguistics