VietTESOL International Convention 2026

This paper reports on the Teacher Activity Group (TAG) Phase 2 project, funded by the British Council and implemented by International House London in partnership with Hanoi Pedagogical University 2. The study investigates the effectiveness of TAGs as a model for sustainable, context-sensitive professional development for English teachers in underserved provinces of Vietnam. Drawing on communities of practice theory, TAGs were designed as teacher-led professional learning communities in which participants collaboratively identify challenges, share expertise, and develop locally relevant solutions. Sixty-one experienced teachers were trained as TAG leaders through a structured programme combining intensive training, ongoing mentoring, and reflective practice. These leaders facilitated school- and cluster-based sessions, reaching 565 teachers across two northern provinces. Data were collected through surveys, reflective reports, and session observations. Findings indicate a strong impact on both leadership development and teacher learning. Among TAG leaders, 86% reported significant gains in professional knowledge and confidence. Participating teachers valued the collaborative, practice-oriented approach, with 89% highlighting peer interaction as central to learning and 90% recognising the benefits of sustained, school-based development. Participants also reported increased confidence in adapting teaching practices to their local contexts. The study demonstrates that teacher-led professional development is a feasible and scalable approach in resource-constrained contexts. With institutional recognition from local Departments of Education and Training, TAGs offer a sustainable model for strengthening teacher development in similar settings.