Teachers’ task is not solely related to teaching, such as planning, implementing, and evaluating teaching-learning activities. Teachers also have a responsibility to grow professionally by upgrading their instructional knowledge and skills so that they can manage better teaching practices aligned with current educational demand and advancement in Information and Communications Technology (ICT). In this case, teachers are learners who do continuous learning about themselves, their students, and their profession as teachers. This study using survey design aims to explore learning activities that the English teachers participate in as their professional development conduct in the Indonesian context. This study further investigates the teachers’ perception of the learning activities and the obstacles that hinder them from participating in the learning activities. The participants of this study were 30 English teachers from junior and senior high schools in South Kalimantan Province attending PPG (Education for Teacher Profession). The data of this study was collected using the teacher questionnaire based on the Teaching and Learning International Survey (TALIS). The analysis of the findings on practices of teacher professional 343 development regarding real professional development activities that English teachers participate in showed that they experienced some obstacles in participating in the program. The obstacles consisted of the schedule, high payment of some TPD activities, family’s responsibilities, employer support, unsuitability of the offered professional development program, and lack of information about the availability of professional development activities. Despite facing those obstacles, English teachers in this particular context are committed to growing through continuous professional learning.