Speaker
Description
As Vietnam transitions from an EFL to an ESL-oriented context, there is a growing need for sustainable models of teacher professional learning beyond traditional workshop-based approaches. This presentation reports on the design and evolution of a three-year Action Research Program implemented within the tertiary English language context.
Our program positions teachers as autonomous practitioners, supporting them to identify classroom challenges, engage in inquiry, and develop context-specific solutions through individual action research cycles and teacher-generated outputs.
Drawing on three years of implementation, this session highlights key lessons learned in designing and sustaining the program. These include the need for flexible timelines; a shift from synchronous delivery to fully asynchronous learning supported by individualized mentoring; and the importance of maintaining a non-prescriptive approach that accommodates diverse teacher starting points while preserving autonomy and ownership. Building on these insights, the program is now evolving to include teacher mentoring pathways and communities of practice organized around shared interests.
The session offers practical insights for institutions seeking to complement one-off training with inquiry-based, teacher-led professional learning. Attendees will leave with a clear, adaptable model for designing action research programs, concrete strategies for balancing flexibility and accountability, and practical approaches to supporting teacher autonomy within their own institutional contexts.
Biography
Loralee Simonitch is a Professional Learning Specialist and Senior Educator in the School of English and University Pathways at RMIT University in Vietnam. She holds a Masters in TESOL and is CELTA-qualified. With 13 years of experience in English language teaching and teacher development, she has worked across language centers and university contexts in four countries. Her current work focuses on professional learning and program design, particularly on sustainable professional learning initiatives. She is particularly interested in teacher and learner autonomy, engagement, and how practice-based professional learning can improve student outcomes. Her work emphasizes scalable, context-responsive approaches to teacher development.
| Affiliate type | University |
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