Speakers
Description
This paper reports on a cross-country collaboration between teacher educators from the UK and Vietnam in supporting 135 English language teachers in Huế and Bến Tre to work in teacher activity groups (TAGs). Grounded in the core reflection approach to teacher learning (Korthagen & Nuijten, 2022) and British Council’s Continuous Professional Development (CPD) framework, the project aims to build teachers’ capacity as TAG facilitators through a set of eight competencies and encouraging teachers to reflect on their professional and personal strengths. Our central question is: To what extent does participation in TAG facilitator sessions influence teacher identity development, particularly in the transition from teacher to teacher facilitator?
Drawing on qualitative survey responses and written reflections, the findings reveal that teacher identity development in the transition to TAG facilitator involves a dynamic process. It begins with coming to terms with the new role of leading professional meetings, overcoming the initial lack of confidence in their facilitation abilities. The second stage involves reorienting oneself to the emerging TAG facilitator role, as they evaluate their development needs and begin incorporating the facilitator role into their professional journey. The third stage is competency development, where they work together to develop their facilitation skills, building on their existing pedagogical knowledge and skills.
Challenges were also encountered regarding varied levels of teacher participation and engagement in TAG facilitator sessions, and differences in teachers’ awareness of and readiness for the facilitator role. We conclude by discussing these challenges and suggesting possible ways forward.
Biography
Quynh-Nhu PHAN is a senior lecturer at Hue University of Foreign Languages and International Studies. She obtained her MA in Applied Linguistics at the University of Queensland, Australia and her PhD in Education at the University of Technology, Sydney, Australia. Her research interests include TESOL, teacher education and professional development. She has extensive experience in teaching EFL to learners of various levels, training in-service and pre-service teachers, and developing teacher training materials
Mai Xuan Nhat Chi Nguyen is a lecturer in TESOL and Applied Linguistics at the Department of Languages, Information and Communications, Manchester Metropolitan University, England. Her main research interests and activities centre around three areas of applied linguistics and TESOL, including second language teacher education, teaching English as an international language (TEIL), and second language teaching methodology.
Phan Thi Thanh Huyen is a senior lecturer at An Giang University (AGU), Vietnam National University Ho Chi Minh city. She obtained her MA in Education at Bluffton University, USA and her PhD in the University of Queensland, Australia. Her research interests include TESOL, learner autonomy, and language policy and planning. She is experienced in teaching EFL learners of various levels, and training pre-service and in-service teachers.
