James Whiting, Plymouth State University, Plymouth, New Hampshire, USA

Bridget Schvarcz, Afeka Academic College of Engineering, Tel-Aviv, Israel
Khanh-Duc Kuttig, University of Siegen,Siegen, Germany
Vu Tran-Thanh, Ho Chi Minh City, Vietnam

Vu Tran-Thanh, Ho Chi Minh City, Vietnam

Teachers’ beliefs are crucial to professional development, either to enhance or hinder this learning process. In this article, I identified and explained how some common misbeliefs have prevented Vietnamese ESOL teachers from learning and led to the current failure of the national language education reform. Read More

Aviva Ueno, Meiji Gakuin University, Yokohama, Japan

The COVID-19 global pandemic, which led to the shift to online instruction, created an opportunity for teachers to develop and grow to adapt to this new mode of instruction to ensure quality instruction for their learners. This article reports on the benefits of self-observation using Zoom class videos for reflection and professional development. Read More

Beatrix Price, Eötvös Loránd University (ELTE), Budapest, Hungary

The benefits of being members of teachers’ associations are presented in this article; specifically personal and professional development distinct from networking and volunteering. Teachers feel safe for professional growth, develop numerous skills, have the chance to develop and become trainers and leaders, as long as their professional organisation provides opportunities. Read More

Jim Fuller, The North Station Academy, Zaragoza, Spain

Like many teacher educators, my role is complex and involves both academic management and teacher education. Focusing on the teacher educator role, I feel I match with Barkhuizen’s (2021, 12) “School-based teacher educator” classification, with my duties consisting of developing and implementing an in-service CPD programme. As with many other language teaching organisations, the programme I run focuses heavily on developing teachers, but provides relatively few direct development opportunities for myself. In this article, we will explore how a school-based teacher educator in such a context develops in three areas: knowledge, experience and reflection. Read More

Khanh-Duc Kuttig, Department of English, University of Siegen, Siegen, Germany

Vu Tran-Thanh joined the Newsletter Team in December 2022. Khanh-Duc Kuttig interviewed him to find out more about his journey into teacher education, professional development, being a member of TESOL and what he does for fun. Read More