Professional development of teacher educators has received growing attention in recent years owing to their important role in preparing teachers for schools and universities, however, female-dominated mid-career EFL teacher educators in regional teacher education universities remain underexplored. This study examined 18 female experienced teacher…

This paper presents an enhanced evaluation framework for teacher professional development programmes, which is based on one originally proposed by Huber in 2011. This paper draws on a study on the Professional Up-skilling of English Language Teachers (ProELT) programme in Sabah (Borneo), Malaysia. The study adopted a mixed methods exploratory…

Formal in-service professional development programmes may help novice teachers or those new to a school adapt to targeted teaching approaches in their new workplace. However, the extent to which their practice changes in response to in-service learning may depend on prior beliefs. This longitudinal case study explored in-depth the personal…

This paper reports, through a longitudinal case inquiry, on the trajectory of one novice teacher's professional identity development after completing his pre-service education to become an English teacher in Turkey. He was assigned to a school in the south-east of the country, which has been experiencing worsening civil conflict between regional…

This study introduces a novel Connectivist model for professional development (PD) aimed at enhancing AI literacy among bilingual/ESL teachers in K-12 education. As AI technologies rapidly reshape educational landscapes, effective PD programs are essential to equip educators with the skills to integrate AI responsibly and equitably. Grounded in…

With the introduction of artificial intelligence (AI), particularly Generative AI (GenAI) to school settings, teachers are likely to be drawn into professional learning scenarios where they will be expected to learn how to use programs and applications for remediation and tutoring of children. Previous research highlights how professional learning…

Employing a qualitative case study approach and informed by an ecological perspective, this study explores two veteran language teachers' mindfulness and how their mindfulness influences their professional practice and continuing development. The findings show five critical dimensions of teacher mindfulness regarding self, teaching and learning,…

This article reports on a qualitative case study investigating a multi-year, professional development as a form of community of practice (CoP). Data were collected over 4 years and included pre-post surveys, field notes, and archival data. Findings suggest a refinement of the CoP framework to include the existence of micro-communities of practice…

Curriculum materials (schemes of work, lesson plans, etc.) play a complex and pivotal role in school and teacher practices. The adaptation and development of curriculum materials often constitute part of teacher professional development (PD) activities. However, compared with research examining the relationship between PD and teacher professional…

Research on professional development (PD) in higher education settings is still scarce and little is known about how contextual factors influence PD of English as a foreign language (EFL) lecturers. Employing a transcendental phenomenological approach, this study seeks to extend research on this topic in order to understand how PD currently…

Through a discourse analysis of the qualitative data collected in an ethnographic approach, this study investigates learning emerging in an English teachers' professional learning community (PLC) at a Chinese secondary school in Shanghai. It explores the discourse features of situated interactions in two types of typical events occurring regularly…

This paper draws on Foucault's concept of governmentality to explore the use of reflective practice within Classroom Based Action Research (CBAR). The study reported here explored English as a Foreign Language (EFL) teachers' reflective practice as they adopted CBAR as a professional learning model. Qualitative data were gathered from eight EFL…

This study investigates the professional development (PD) needs of primary English as a foreign language (EFL) teachers whose professional field has received significant interest at the global level in the past two decades. The study takes a different stance from previous research that exclusively generated data from teachers because it sought the…

In China, developing students' overall communicative competence was set as the central goal of the current college English curriculum requirements since 2004. However, this goal has remained largely unfulfilled, particularly with regard to writing competence. This study proposes that the genre-based pedagogy in systemic functional linguistics may…

In this article, we report on a small-scale study in which we investigated English-language teachers' engagement with educational research. We conceptualized engagement with research as reading and systematically using research for professional development. Using questionnaires and in-depth interviews, we gathered empirical materials from 40…