Teachers driving their own professional development: theory and practice

Melissa Reed*, Philip Chappell

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This article provides an overview of what is considered best practice in professional development in English language teaching by researchers and professional bodies. It then presents a researchproject investigating how satisfied English language teachers are with their own PD. The qualitative study involved a background survey of 92 teachers and 10 semi-structured interviews. The focus is on the teachers’ satisfaction with their current programs and desired futureprograms. The findings along with research are combined to make recommendations about how centres can allow teachers to have more input into every stage of professional development programming and become more autonomous and reflective as teachers and learners.
Original languageEnglish
Pages (from-to)5-26
Number of pages22
JournalEnglish Australia Journal
Volume37
Issue number1
Publication statusPublished - 4 May 2021

Keywords

  • professional development
  • teacher autonomy

Fingerprint Dive into the research topics of 'Teachers driving their own professional development: theory and practice'. Together they form a unique fingerprint.

Cite this