Teachers’ professional development has been part of a key issue of education development all over the world. Aligned with the prevailing issue of globalisation of education that emphasises the accountability of education (Ball, 2001; Zajda, 2009, 2015), standardising the professionalism of teaching practices in all levels of education has also become a characteristic of education reform in many countries (Ball, 2012). In Indonesia, standardising teachers’ professionalism in all levels of education (from primary to higher education) was introduced in 2005 and re marked by the introduction of Law number 14 on Teachers and Lecturers 1 (The Government of Indonesia/GoI, 2005a). This study addresses the issues of teachers’ professional development in tertiary level and, in particular, their effort in enacting the professional standards as mandated by the regulation number 47 on lecturers and their professional certification (The Ministry of National Education/MoNE, 2009a). More particularly, this study focuses on exploring the enablers and barriers faced by the participants in enacting the professional standards. The introductory chapter of this study provides an overview of the study. The overview includes:

Section 1.2 that presents the background of the study, Section 1.3 that presents the statement of the problem, Section 1.4 that presents the aim of the study, Section 1.5 that presents the research questions, Section 1.6 that presents the rationale and significance of the study,