The Teacher Professional Development (TPD) research group focuses on enhancing the professionalism of teachers and teacher candidates, particularly in English language teaching. The group comprises experienced lecturers, including Prof. Dr. Budi Setyono, M.A., Dr. Musli Ariani, S.Pd., M. App. Ling, Siti Masrifatul Fitriyah, Ph.D., Dr. Asih Santihastuti, S.Pd., M.Pd., and Dr. Annur Rofiq, M.Ed. They have successfully encouraged students to integrate KK-PLP activities (teaching practice in schools) with their thesis research.

The TPD research group focuses on improving the competencies of English teacher candidates through effective reflection strategies and developing innovative training methods to enhance their teaching practice. The synergy between research topics and the objectives of KK-PLP has been a significant driving factor for students to complete their teaching practice and thesis. 

TPD focuses on the following key areas:

1. Enhancing Competencies of English Teacher Candidates – Developing effective strategies to improve the professional competencies of English teacher candidates.

2. Reflection Strategies in Teacher Training – Exploring and implementing reflection strategies to help teacher candidates improve their teaching practice.

3. Innovative Training Methods for Teacher Professional Development – Developing and testing new approaches to teacher training that enhance teaching practice and professional growth.

4. Integrating Teaching Practice with Research – Encouraging the integration of KK-PLP (teaching practice in schools) activities with students' thesis research to bridge theory and practice.

5. Teacher Competency Development through Practical Experience – Focusing on the importance of hands-on teaching experience in developing the skills of teacher candidates.

6. Assessment of Teacher Professionalism – Designing tools and methods to assess and improve the professionalism of English language teachers.

7. Support for Teacher Candidates in Teaching Practice – Identifying strategies to support and guide teacher candidates during their teaching practice (KK-PLP).

8. Linking Teacher Education with Classroom Effectiveness – Exploring the relationship between teacher education programs and the effectiveness of teaching in real classroom settings.

9. Developing Reflective Practice Models for Teachers – Researching and developing models for reflective practice to enhance continuous professional development.

10. Promoting Collaborative Learning in Teacher Education – Encouraging collaboration among teacher candidates and between candidates and experienced teachers as part of their professional development.