Language Teachers Actualising Their Vision: An Identity-Focused Approach to Teachers’ Continuing Professional Development

Abstract

This study investigated language teachers’ visions for professional self-development, drawing on a central argument that there is an inherent connection between teacher identity and their professional vision. Eighty-six in-service Vietnamese English-language teachers participated in a guided six-stage procedure in which they articulated their visions for professional self-development, created and implemented action plans to actualise these visions and reflected on the impact of this vision-based practice on their identity and ongoing professional development. Findings show that teachers targeted four main aspects for development: refining teaching methods, enhancing English language competence, cultivating specific teacher traits and understanding and supporting learners. They also employed diverse strategies to actualise their teaching visions, falling into cognitive, affective, social and practice-based categories. Participants perceived the vision-based practice positively, citing benefits such as opportunities for self-reflection, increased professional confidence and more defined language teaching directions and goals. Some also pointed out challenges to actualising visions, mainly time constraints and their own lack of efforts to follow their action plans. These findings provide implications for language teachers and teacher educators regarding implementing and sustaining vision-based practices for language teachers’ continuous professional development.