Continuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that supports students in achieving their expected program/course learning outcomes. However, teachers’ access to quality TPD is a challenge due to geographical limitations, gender, special needs, marginalized communities, and the government’s policies, or lack of policies, regarding teachers. There are tensions between quality and equity, and cost implications that may hinder the scaling up of quality TPD programs. This paper adopts an activity theory approach to examine how a teacher learning center (TLC) in a regency of Indonesia enhances teachers’ access to quality TPD. The findings reveal that teachers learn in the TLC through different TPD activities. Information and Communication Technologies (ICT) are found to mediate the professional learning activities, learning resources, learning support, and assessments in the TLC. Furthermore, three key stakeholders—the local government, teacher working groups, and school principals—play significant roles in supporting teachers’ professional learning in the TLC.

持续的教师专业发展（TPD）可确保教师有能力持续规划和实施高质量的教学，以支持学生实现其预期的课程/课程学习成果。然而，由于地理限制，性别，特殊需求，边缘化社区，政府的政策或缺乏有关教师的政策，教师获得优质TPD的挑战。质量与公平之间存在紧张关系，其成本影响可能会阻碍高质量TPD计划的扩展。本文采用一种活动理论方法来研究印度尼西亚摄政区的教师学习中心（TLC）如何增强教师获得优质TPD的机会。调查结果表明，教师通过不同的TPD活动在TLC中学习。发现信息和通信技术（ICT）可以在TLC中调解专业学习活动，学习资源，学习支持和评估。此外，三个主要利益相关者（地方政府，教师工作组和学校负责人）在支持TLC中的教师专业学习方面发挥着重要作用。