Abstract
The West Nusa Tenggara Ministry of Education and Culture has made substantial efforts to revitalize the Subject Teachers Conference (STC) through various types of professional development programs, but these efforts are not well documented yet. Thus, its impact is not widely known among educators in the region. The implementation of STCs generally takes place routinely every year without any effort of the competent parties to evaluate its benefits and effectiveness. The current study aims to (1) describe the success factors of the STC as a catalyst for transformative learning among English teachers of junior high school in Sumbawa Regency, (2) outline the impact of transformative learning on the teachers' improved professionalism and uncover constraints faced by English teachers of junior high schools in practicing transformative learning gained from STC in their schools. The study employed a qualitative approach to account for teachers' developed transformative learning in STC. A qualitative research design with a multiple-case study approach was used as the basis for collecting, analyzing and comparing data from the field. This data was obtained through several activities in the field, such as focused group discussions, observations, and document studies. These data collected were analyzed using a thematic analysis approach. The research reveals most participants of the study experienced similar stages of transformative learning. The study concludes that the use of transformative learning in STC has facilitated the complete change of practices and provided teachers with new perspectives of learning.