VietTESOL International Convention 2026

Across many ELT contexts (i.e., India, Egypt, Palestine), and recently in Vietnam, Teacher Activity Groups (TAGs) have been formed to support English teachers in working together to achieve professional development goals. While positive TAG impacts have been widely reported, most of these stories have been narrated from the perspectives of teacher educators and organisers of TAGs. This creates the need to hear from teachers as key participants and drivers of TAGs.
In this presentation, we present two case studies of learning and development in TAGs to showcase the power of collective professional development. Specifically, we introduce the voices of two high school English teachers from Hue and Ben Tre (now part of Vinh Long) who participated in a TAG project in Vietnam. Funded by the British Council, the project built English language teachers’ capacity to transition into and take on the identity of a teacher facilitator who supports colleagues in their professional learning. We address three main questions:
• What makes TAGs work as a collaborative learning space?
• What helps teacher facilitators feel confident and effective in supporting the learning of colleagues?
• To what extent can TAGs serve as a sustainable model for collective professional development among English teachers in Vietnam?
The two teachers’ reflections demonstrate that TAGs create supportive, collaborative spaces where teachers learn through dialogue, reflection, and shared problem-solving. Participation in TAGs strengthened their confidence as facilitators of peer learning by developing skills in listening, questioning, and leading professional discussions. Both teachers viewed TAGs as a practical and sustainable model for collaborative professional development in Vietnam, while also highlighting the importance of ongoing institutional support, resources, and recognition to sustain long-term impact. Based on these teacher insights, we conclude the presentation with a co-created set of suggestions for harnessing the benefits of TAGs to support the collective development of English language teachers in Vietnam.