ESL-5005

Chahrozian, G. (2024). It’s not what you teach, it’s what kind of teacher you are. TEDx Talks. [Video] YouTube. https://www.youtube.com/watch?v=diFrz4RENEY 10 minutes 41 seconds
In this presentation, Gregory Chahrozian examines the significant influence teachers can have, highlighting how their character and attributes can profoundly shape students' lives. Drawing from personal experiences and compelling stories, he uncovers the often-overlooked transformative power of educators that extends well beyond the content they teach.

Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020). Examining the roles of continuing professional development needs and views of research in English Language Teachers' Success. TESL-EJ, 24(3), n3.
Results from this study indicated that addressing the professional development needs of the participants significantly predicted teachers' perceptions of success. The authors encourage stakeholders to create tailored continuing professional development programs to meet the specific needs of teachers within their unique educational contexts.

Sadeghi, K., & Richards, J. C. (2021). Professional development among English language teachers: challenges and recommendations for practice. Heliyon, 7(9).
https://www.cell.com/heliyon/fulltext/S2405-8440(21)02156-3
In this article, motivations for participating in teacher professional development were examined. Findings indicate that rationale for participation can range from a desire to enhance teaching skills to career aspirations, with some teachers participating only due to institutional requirements. Implications for how teacher professional development can be designed to increase motivation are provided.

Huang, J., & Yip, J. W. (2021). Understanding ESL teachers’ agency in their early years of professional development: a three-layered triadic reciprocity framework. Frontiers in Psychology, 12, 739271.
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.739271/full
In this article, the authors describe how intentionality, forethought, self-reactiveness, and self-reflectiveness influenced the teachers' proactive, reactive, and passive agency, affected by personal, behavioral, and environmental factors. They provide insights into how teacher agencies impact professional growth, offering implications for educators, school leaders, and policymakers to plan for professional development.

Svendsen, B. (2020). Inquiries into teacher professional development—what matters? Education, 140(3), 111-130.
https://www.ingentaconnect.com/content/prin/ed/2020/00000140/00000003/art00001
This paper examines the role of reflection within teacher professional development, particularly how collaborative inquiry fosters reflective practices that support teacher growth. It emphasizes that high-quality professional development should encourage teachers to reflect meaningfully on their practice, making it both valuable and relevant.