Our experts

advise on
SELF-DIRECTED
PROFESSIONAL
DEVELOPMENT IN ELT
ELT EXPERT PANEL EXECUTIVE SUMMARY
OXFORD UNIVERSITY PRESS The sudden and dramatic changes in educational settings
created by the Covid-19 pandemic forced many teachers
Oxford University Press is a department of the University to work out their own ways of developing the skills they
of Oxford. It furthers the University’s objective of needed to teach online, rising to many challenges to
excellence in research, scholarship, and education by manage their students remotely. This paper builds on
publishing worldwide. that momentum to show how teachers can continue to
direct their own professional development (PD) and why
self-directed professional development should be more
ELT EXPERT PANEL widely recognised and supported.
The ELT Expert Panel is a group of leading researchers Self-directed PD is a sustainable approach to career-
and practitioners in education who advise us on the key long continuous PD. Its benefits include increased
issues shaping language learning today. The discussion teacher motivation, enhanced wellbeing, heightened
topics are informed through research as well as by confidence, and a greater willingness to explore PD
listening to our global ELT community. Bringing together opportunities. The uniqueness of each teacher, their
a wide range of insights, the Panel offers evidence-based professional context, the opportunities available, and
recommendations to support educators and learners in their personal circumstances means that there is not one
their future success. single approach to self-directed PD. This paper presents
a range of options available to teachers and provides a
framework to suggest how teachers can identify their own
ELT POSITION PAPERS learning goals and preferences for PD. It then suggests
The ELT position papers are the result of consultation ways in which they can evaluate their PD experiences
with members of the Panel, selected for their specialism and learning. Templates and case studies are provided to
and research expertise. With these papers, we offer illustrate the framework in practice.
guidance to the following readers:
The key messages in this paper are that:
• Teachers
• Self-directed PD is typically relevant and sustainable
• Teacher educators
over time and impacts positively on teachers’ wellbeing,
• Head teachers
motivation, and confidence.
• Directors of Studies
• Each teacher has different PD needs, depending on
• School owners
their own preferences, the context they work in, their
• Curriculum developers
personal circumstances, and the opportunities available
• Policymakers
to them.
• Ministries of Education
• The potential for self-directed PD emerges from
For expert advice on the key issues shaping language teachers’ motivation and curiosity to learn, knowledge
education, download all our position papers at: of the learning opportunities available, access to these
www.oup.com/elt/expert opportunities, and support to engage with them.
• Teachers can draw on the seven-step PD framework
To cite this paper:
provided in this paper to guide their self-directed PD.
Mercer, S., Farrell, C., & Freeman, D. (2022). Self-directed
• Employers have an important role to play in ensuring
professional development in ELT [PDF]. Oxford University
teachers have the practical support they need to
Press. www.oup.com/elt/expert
engage with opportunities for self-directed PD.

© Oxford University Press 2

THE EXPERTS CONSULTED FOR THIS PAPER
SARAH MERCER
Sarah Mercer is Professor of Foreign Language Teaching at the University of
Graz, Austria. Her research interests include all aspects of the psychology
surrounding the foreign language learning experience. She is the author,
co-author, and co-editor of several books in this area including, Exploring
Psychology for Language Teachers (2015, with Marion Williams and Stephen
Ryan), Teacher Wellbeing (2020, with Tammy Gregersen), and Engaging
Language Learners in Contemporary Classrooms (2020, with Zoltán Dörnyei).
She has published over 150 book chapters and journal articles and has served
as Principal Investigator on several funded research projects. In 2018, she was
awarded the Robert C. Gardner Award for excellence in second language
research by the International Association of Language and Social Psychology
(IALSP). Sarah is the author of this paper.

CHRIS FARRELL
Chris Farrell is Head of Training and Development with the Centre of English
Studies. He is a member of the Board of Trustees of EAQUALS and he chairs
the English UK Teacher Development Advisory Group. He is a guest lecturer
at University College Dublin, and has written and delivered online courses for
NILE and Trinity College London. Chris is a consultant on this paper.

DONALD FREEMAN
Donald Freeman is Professor of Education at the School of Education,
University of Michigan, Ann Arbor. He works on designing and studying
equitable access to professional learning opportunities for teachers in a
variety of circumstances. He led the Learning4Teaching Project, a decade-
long, multi-country study of ELT public-sector teachers’ professional
development experiences, and served as senior consultant on ELTeach, an
online professional development program for national teachers. He has
written widely on language teacher learning and teacher education, including
most recently Educating Second Language Teachers (2016) and Rethinking
Teacher Professional Development (Routledge, forthcoming 2023). Donald is a
consultant on this paper.

© Oxford University Press 3

 CONTENTS

Introduction 5
01
Understanding self-directed professional development 6
02
Putting self-directed professional development into practice 16
Conclusions 25
Appendix 1:
Reflections on writing this paper as a form of professional development 26

Appendix 2: Personal Professional Development Plan 27
Appendix 3: Choosing a professional development activity 28
Appendix 4: Reflecting on experience in practice 29
Appendix 5: A collaborative professional development activity 30
Appendix 6: Reflection questions 31
Glossary 32
Further reading and resources 33
Endnotes 34
References 35

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INTRODUCTION
There are many reasons why language professional learning. The hope is that language teachers
will be empowered and inspired to seize and create their
teachers may choose to engage in own professional development opportunities; institutions
professional development, such as trying will be sensitized to the diverse range of opportunities
available and the importance of supporting educators to
out something new, expanding their skill self-direct their professional learning; and all stakeholders
set, adapting to changed circumstances, will broaden their notions of what can be considered a
professional development opportunity.
or responding to some external incentive
The paper is divided into two sections. In the first section,
such as improved job prospects. The type
we outline the background and nature of self-directed
of professional development activity they professional development. We examine the benefits
for teachers and learners and discuss how to ensure the
choose will depend on their motivation,
experience is positive and sustainable. In the second
interests, time, institutional support, section, we present a framework of the self-directed
opportunities, and personal circumstances. professional development process and introduce
practical tools to help support educators. The framework
In this paper, we explore how language is intended to provide guidance for those who would wish
teachers can take control of their professional for some direction and is not meant to be prescriptive.
Every teacher is likely to require and take something
development so that they can maximize the different from the practical resources, depending on their
enjoyment, relevance, and usefulness of it for personal needs and preferences.

their professional practice. In Appendix 1 the members of the Panel share some
insights into the benefits for their own professional
As a result of the Covid-19 pandemic, the period of development of working on this paper. Appendix 2 is an
2020–2022 has led to a watershed moment in teacher example of a personal professional development plan
professional development. With little or no warning, many which can help teachers to envision and work towards
teachers across the globe were expected to completely their own goals. Appendix 3 is an example of a reflection
adapt their teaching routines and learn new skills, often tool which teachers can use to help them choose a
working with unfamiliar technological tools. While professional development activity. Appendix 4 is another
some teachers had access to formalised, institutional reflection tool to help guide teachers’ observations and
support, the vast majority were left without. Impressively, thinking about their practice following a professional
teachers have adapted, forming online communities, development activity. Appendix 5 provides a series of
reaching out to each other for support, and seeking out questions for teachers to use together with the paper
learning opportunities. Under exceedingly challenging as a collaborative professional development activity.
circumstances, teachers have taken control of their Appendix 6 contains the reflection questions from the
professional learning and succeeded. Their experiences paper. Key terms in bold are explained in the Glossary.
and innovation offer valuable lessons for professional
The paper concludes by affirming the view that self-
development moving forwards.
directed professional development is motivating and
Building on this momentum, the aims of this paper are empowering for educators because it recognizes their
to create a deeper awareness of the potential of self- expertise to select and define their own professional
directed professional development as one form of learning journey as suits their own needs and contexts.

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 01
UNDERSTANDING SELF-DIRECTED
PROFESSIONAL DEVELOPMENT
Professional development is an ongoing process through
which teachers continually expand their professional
competences. Sometimes this means attending events
organized or mandated by a ministry or institution, or it may
simply involve taking part in opportunities at work such as
discussing ideas with a colleague, making adjustments to a
lesson plan, or picking up a book related to education. The
kinds of opportunities a teacher engages with depends on
their individual circumstances and personal preferences. In
self-directed learning, teachers take the initiative to select
and manage their own forms of professional development.
In this section, we explore issues surrounding self-directed
professional development, reflecting on both the potential
benefits and the aspects that require critical consideration.

Professional development is
about engaging in learning to
better understand what you do
as a teacher; it is not necessarily
about fixing problems,
improving, or updating.
DONALD FREEMAN

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Understanding self-directed professional development

WHAT IS PROFESSIONAL DEVELOPMENT? the conscious aim of critically examining, extending, or

improving their professional practice as a language
The term professional development has two aspects. teacher. While professional development activities
Firstly, teachers are professionals. This means they have can be imposed and mandated by institutions or local
usually had some kind of formalized initial training and authorities, they can also be engaged in voluntarily
education to carry out their job.1 Typically, they are and purposefully by individuals or groups of educators,
recognized as experts not only in their subject area but as self-directed professional development. Choosing
also in the skills associated with how to teach. They make to undertake professional development does not
professional decisions daily, drawing not only on their imply a teacher necessarily has a problem to resolve
experience but also on a specialized body of knowledge or any kind of perceived area of weakness to improve,
and set of skills associated with the job. The second although that may indeed be a motivation for some
aspect, development, refers to the process whereby a teachers. Instead, it can just as easily be about a teacher
professional continually enhances their competences identifying their strengths and finding ways to build on
in their field of expertise throughout their career. It and expand these within their professional repertoire,5
recognizes that professionals often actively maintain and or simply satisfying their curiosity to learn more and try
expand their professional knowledge, skills, and attitudes out new things. Motivations and reasons for seeking
in response to changes in circumstances and professional out professional development opportunities are varied,
understandings over time. As such, professional and they can change for a teacher at different points in
development is an ongoing, long-term endeavour that their career. A novice teacher is more likely to search for
professionals engage in throughout their careers, whether different types of professional development than a highly
they are an electrician, a lawyer, or a teacher, in order experienced teacher; yet, when faced with an educational
to continue growing their competences and expertise reform, they may both share similar motives and needs.
to keep working at their best.2 Teachers who engage in Additionally, more experienced educators could also
meaningful and impactful professional development tend choose to become the trainer and lead professional
to be more motivated, have higher job satisfaction, and development for other teachers.6 The Panel for this
are more likely to provide high-quality teaching.3 paper have different types and degrees of experience
For language teachers, contexts change frequently, and expertise in relation to the topic of teacher
whether it is a new set of students to work with, a new professional development but have benefitted and grown
coursebook, developments in the language itself, a professionally from the experience of collaborating
ministry initiative, or a global pandemic to adjust to. together on writing this paper (see Appendix 1 for their
These changes in professional and personal contexts reflections).
imply a continual need for teachers to reflect on how
they manage and approach their professional lives. In
addition, new approaches and tools become available
and theoretical concepts are revised and expanded
through ongoing research. As such, professional learning
never reaches an end point but rather it is a continuous
process of growth, adaptation, and development—a
characteristic of the teaching profession that many
educators find motivating. There is always something new
to learn, explore, or experiment with to keep ensuring
that they teach to the best of their abilities. ‘Teacher
learning is an important factor in turning what can
seem, at various points in your career, a stressful, overly
routinised day job into a varied, stimulating, renewing,
and satisfying form of ongoing work’.4
Teachers learn every day when they reflect and notice
their learners’ responses to what they do, or when they
have a conversation with a colleague about teaching
ideas. However, in this paper, we are focusing on self-
directed professional development opportunities which
a teacher purposefully and intentionally seeks out with

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Understanding self-directed professional development

WHAT IS SELF-DIRECTED educational authorities. Naturally, the two approaches

can be combined and are not mutually exclusive.
PROFESSIONAL DEVELOPMENT? However, the focus in this paper is on the professional
Self-directed professional development is when a development that teachers themselves initiate and select.
teacher intentionally chooses and selects events and The extent to which self-directed professional
activities to engage with in order to examine, extend, or development is possible is framed by (1) a teacher’s
perhaps improve their professional practice. Professional personal and professional circumstances and (2) the
practice can be defined as what teachers do in class, individual’s own motivation for and attitudes towards
how they interact with learners, colleagues, or other professional growth. Individual contexts create their
stakeholders, or what they do in terms of their own own unique set of conditions for every teacher, which
wellbeing and time management. As a professional, will determine how a teacher can or may want to self-
teachers’ work-related domains stretch beyond the direct their professional development. The implication
classroom itself and, as such, professional development is that if a teacher wishes to engage in some form of
opportunities must also cover the whole scope and professional development, there is a whole range of
spectrum of teachers’ professional lives. In this paper, options to choose from depending on their preferences
we use the term ‘practice’ to encompass both teaching and circumstances.
in the classroom and the broader range of teacher roles
Even for those teachers who have their professional
and responsibilities.
development activities prescribed, there are still some
The key feature of self-directed professional development ways to shape them so that they suit their own personal
is that the teacher controls and takes ownership of their needs and preferences. The following questions can
own professional development journey, in contrast be used to reflect on ways in which it is possible to
to prescribed, non-voluntary forms of professional exercise some choice and autonomy over professional
development perhaps mandated by institutions or local development activities.

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Understanding self-directed professional development

A second teacher, Francis, works at a private language

1.1 Reflection questions: Shaping your own school where there are no formalized expectations of
professional development professional development. Teachers are not expected to
attend any professional development events, and there
• What?
is no time or financial support offered to those who may
Can you choose which professional development
wish to do so. As such, Francis has choice in all areas, but
activities to do or which aspect of a professional
development activity you focus on? this autonomy is constrained by what he can realistically
afford financially and how much time he has alongside
• Why? his other personal and professional commitments. So,
Can you adapt your own motivation, ambitions,
for example, he may choose to borrow a book from
and goals in respect to what you are able to take
from a professional development activity? the library on an aspect of teaching he is particularly
interested in to read during his spring vacation. He might
• When? even do this together with a colleague so they can discuss
Can you select the timeframe in which you do a
with each other what ideas they have taken from it for
professional development activity?
their practice. Such an option requires a relatively low
• Where? amount of time and financially costs nothing. Alternatively,
Can you decide on the location or setting for a he could choose to attend a one-day national teaching
professional development activity? conference; however, there are three major considerations
• With whom? here: (1) whether the event takes place outside his
Can you choose whether you work alone or with teaching hours or he is given time off to attend; (2) the
others? If working with others, can you choose who extent to which he has additional personal or professional
to work with? commitments at that time; and (3) whether he can afford
• How? travel costs and the attendance fee, as well as possibly
Can you decide how you work on a professional a loss of a day’s income due to missed teaching. Clearly,
development activity or the type of output it such a professional development opportunity is much
creates? more challenging for an individual without any institutional
support in terms of time or financing. The example of
To understand how these questions may help open Francis shows how autonomy to self-direct is determined
up opportunities for self-direction in professional by one’s personal and professional circumstances as well
development, let’s imagine two different language as one’s own motivation and attitude.
teachers. One teacher, Aisha, works in a state secondary
school which stipulates that she must do 25 hours of
approved professional development per year. The Institutional circumstances can
timeframe of one year is set, but there is choice within
that year as to which options she engages with and
shape and constrain opportunities.
when. The possible state-approved options are limited For teachers, the challenge
to a pre-selected set of activities or events, but Aisha
has some choice within that range of options. She can
of self-directed professional
choose whether to attend alone or perhaps encourage development is to find ways that
a colleague to attend together with her. In addition to
the compulsory requirement, her motivations will vary work within those circumstances.
depending on what her current needs are, what is on DONALD FREEMAN
offer, and what opportunities for learning and networking
she is aware of during the event. Finally, although she is
expected to attend 25 hours of professional development,
she may well choose to do other activities beyond the Table 1 illustrates some of the wide diversity of self-
state-approved selection depending on her personal directed professional development activities that
commitments, such as working together with a colleague teachers could do to maintain and enhance their skill
on a joint project, reading up on an area of interest, or set. The list is not exhaustive and the categories are not
regularly following a blog online. Thus, although some tightly delineated.
aspects of professional development are prescribed,
additional opportunities remain open for her to choose Each individual teacher will need to find the approach
depending on her motivation, time, and resources. that best suits them and their context.

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Understanding self-directed professional development

1. Activities in school or institution 3. Activities within an association or teaching

• Peer observations organisation
• Team teaching • Attending an annual conference or meetings
• Mentoring/coaching (as mentor or mentee) • Taking on a committee role
• Doing a joint project with a colleague in your school • Presenting at a conference
or at a partner institution • Taking part in an innovation project
• Joining a teachers’ reading group • Networking with other colleagues
• Taking part in a teacher exchange scheme • Organizing an event
• Engaging in classroom-based research
• Keeping a teaching log or reflective journal 4. Activities in other contexts
• Organizing a group meeting for teachers to • Reading books, research papers, blogs, etc.
exchange ideas • Taking part in a stay abroad or summer school
• Designing materials for your classes or department • Working on additional qualifications (e.g. DELTA,
• Attending formal organized professional MA, PhD, etc.)
development events • Meeting other teachers locally to exchange ideas
and experiences
2. Activities online
• Taking an active role in activities with the local
• Reading or writing a blog education bodies, ministry, or other formal
• Actively engaging in discussions on social media positions
• Taking a course or a MOOC • Becoming an external examiner for other
• Attending a webinar or online Q&A institutions
• Watching videos about teaching or listening to • Writing book reviews for journals
podcasts • Piloting materials for a publisher
• Following the social media accounts of specific • Becoming a learner again—learning a new skill or
teachers or other experts language
• Meeting other teachers for online discussions
• Reading articles and other online resources
• Creating a website of resources for other teachers
Table 1. Examples of self-directed professional development activities

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Understanding self-directed professional development

WHAT CONDITIONS FACILITATE SELF- their own decisions about professional development.

DIRECTED PROFESSIONAL DEVELOPMENT? Most critically, educational contexts differ dramatically

in the amount of practical time and support they offer
The potential for learning and growth offered by self- teachers for taking part in professional development
directed professional development depends on the opportunities. In addition, there is great variation in what
interaction of three main components: (1) the individual different settings recognize as professional development
teacher and their personality traits, attitudes, and opportunities. For some, this is restricted to only
motivation; (2) their personal, social, and cultural established, approved expert-led sessions, whereas
contexts; (3) the nature and quality of the professional for other institutions there is recognition of a much
development opportunities available (Figure 1). wider range of diverse opportunities for professional
development. Indeed, one aim of this paper is to
broaden understandings of what such opportunities can
be. Also, an individual’s personal context will impact how
much time they have available to undertake professional
The individual development. For example, a teacher may currently have
teacher to care for an elderly relative and have three school-aged
children, leaving little time for any additional professional
commitments, but they perhaps still enjoy regularly
following an entertaining blog about teaching English.

Personal, social, PD
and cultural opportunities It can be easy for teachers to
contexts available
fall into a routine—when we
find something that works for
Figure 1. Components affecting the potential for learning and growth
in self-directed professional development
us, we stick with it. Yet things
Firstly, whether a teacher even seeks out or recognizes are changing all the time and
the potential of a professional development opportunity
and what they are able to take from it depends on what it can be intimidating. For me,
each individual brings with them in terms of their own
experiences, identities, attitudes, motivation, and career
professional development
stage. For example, one teacher may have had a negative
experience with a particular trainer in the past, making
isn’t just about learning
them reluctant to engage in a formalized professional about new developments
development session with them in the present. Another
teacher may wish to take on a new role or responsibility or the latest ideas, it’s a
so is actively seeking specific input and guidance to
support them in this new position. Another teacher may source of inspiration and
have heard about a teaching approach from a colleague
and be curious to learn more for themselves to decide to
it’s learning about how
what extent it is useful for their practice. other professionals have
The second component, which shapes the potential for
self-directed professional development, is determined implemented change in their
by social, personal, and cultural contexts. This includes
access to opportunities and contextual support offered
classrooms. It encourages me
by institutions. Institutions vary in the degree to which
they embrace a culture of lifelong learning and the trust
to try things out for myself.
and respect they demonstrate for teachers to make
Nadia, Teacher, SPAIN
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Understanding self-directed professional development

Finally, the third component concerns what opportunities

are available to the individual in practical terms and
WHAT ARE THE BENEFITS AND ISSUES IN SELF-
the quality of those opportunities. For example, DIRECTED PROFESSIONAL DEVELOPMENT?
some opportunities may require access to books,
internet connectivity, or membership of associations/ Self determination
organisations. In addition, even within a specific As has become clear, every teacher and their
professional development activity, the quality can circumstances are unique, so there can never be a single
vary such as in the competences of the trainer or the universal approach to professional development. One
relative excellence (or not) of a specific book or video. notable benefit of self-directed professional development
While there can be no single set of quality criteria is the fact that each teacher can seek out their own
for professional development activities, it might be opportunities which match their personal needs and
worthwhile reflecting on the following points when interests as well as their current capabilities and personal
evaluating a professional development opportunity and and professional commitments. This can be not only
its suitability. (For the range of possible professional deeply empowering and motivating for teachers, but it is
development activities, see Table 1 on page 10.) also likely to lead to a long-term commitment to lifelong
learning. It represents a more sustainable approach to
1.2 Reflection questions: Evaluating a professional growth which enhances how personally
professional development activity meaningful and professionally relevant any professional
development activity is.7 Importantly, self-directed
• To what extent am I able to bring my own expertise professional development recognizes that educators are
and experiences to the activity? at different stages of readiness to engage in professional
• How much space does the activity give me to form development at a particular point in time. Research
my own understandings? also shows that engaging in professional development
and finding ways to keep growing as an educator can
• Does the activity meet my needs or satisfy my
enhance motivation, job satisfaction, and wellbeing.8
curiosity about something?
This links to self-determination theory,9 which sees a
• Does the activity include opportunities for me to person’s wellbeing and motivation as determined by how
reflect and become actively involved? well their needs to feel competent, autonomous, and
• Is the quality of the content rich? socially connected are met. Taking part in self-directed
professional development can meet these needs in the
• Is the activity relevant?
following ways:
• To what extent is time given to me to consider how
I could draw on ideas for my own practice in my 1 A teacher’s sense of competence is enhanced as they
context? gain knowledge and skills.
2 Through autonomous decision-making, teachers’
• Does the activity open up other possibilities to
explore an issue further? feelings of control and autonomy grow.
3 Professional development can strengthen the sense
of identity and belonging to the larger community
of language teachers in reflecting on issues facing
the broader field beyond one’s own classroom. If
professional development is done in collaboration with
others, this can have additional positive effects on the
sense of social connection with colleagues.

Leadership can play a key

role in supporting teachers in
directing their own professional
development pathways.
SARAH MERCER

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Understanding self-directed professional development

Motivation Ensuring positive and sustainable growth

In addition to the advantages for teachers themselves, There are many different types of professional
learners are likely to benefit too from educators who are development, and what an individual teacher chooses
continually developing their skills and who are happy and depends on their needs and capacities at a certain
motivated in their professional roles.10 In her discussion moment in time. Sometimes a teacher is just looking
of a professional learning continuum for teachers, for quick and easy ideas to implement in the classroom
Feiman-Nemser states, ‘if we want schools to produce the next day. Sometimes this security and comfort is
more powerful learning on the part of the students, we necessary when one’s attention and resources are drawn
have to offer more powerful learning opportunities to in diverse directions. However, for those always seeking
teachers’.11 Furthermore, motivated and committed out ‘quick fix’ types of professional development, it might
teachers can have a ripple effect as they share their be beneficial to explore other forms of professional
learning and enthusiasm with colleagues who may then development that might lead to new learning and growth.
also benefit from the ideas brought into the staffroom. There is truth in the saying, ‘a teacher can have ten years
When individuals are flourishing through professional of experience or one year of experience repeated ten
development experiences, the whole culture of an times’. It is a feature of being human to be susceptible
institution can be positively affected. Ideally, it can take to stagnation, becoming overly comfortable, and falling
just one person to spread a culture of positive learning into a rut. In the long run, teachers who do not develop
and growth, and to share inspiring teaching ideas with themselves (and this also applies to other professions)
those willing to engage.12 run the risk of deteriorating job satisfaction, boredom,
and ultimately burnout.13 One way for teachers to
keep motivated and enjoying their work is to seek out
The role of the staffroom and opportunities for growth and experimentation. While
peer support is often essential every teacher has the potential to learn every day from
observing and reflecting on their learners’ responses to
in self-directed teacher their teaching, greater shifts and growth are possible
development as it can help to when teachers seek out professional development
options that stretch and challenge them. Sometimes an
provide a support network and advantage of required professional development is being
confronted with topics, approaches, tools, and themes
sounding board for teachers that might otherwise have been avoided. When teachers
in what can otherwise seem are selecting the kind of professional development they
wish to engage in, they might occasionally consider
like quite an isolated role. whether there is an unfamiliar area they could try out
and whether adding some variation might lead to more
CHRIS FARRELL
motivating and possibly more substantial development.

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Understanding self-directed professional development

Professional development can be extremely rewarding To conclude this section, here are some reflection
when it is done together with other people—either questions for teachers about their attitudes towards self-
colleagues or strangers. It is often through the process directed professional development opportunities. It is
of discussion and seeing a situation through someone important to recognize that these may change, and that
else’s eyes that we are prompted to challenge our the answers to these questions reflect where they are
own expectations, prejudices, and thinking. Although right now and not where they might be six months or a
professional development alone can be worthwhile, year from now.
some people may feel a little isolated and miss that
opportunity to engage with others about a topic or 1.3 Reflection questions: Attitudes towards
aspect of teaching. Teachers are often alone in their professional development activities
classrooms and as they prepare lessons, separated
from colleagues. Engaging in professional development • What past experiences of professional
activity can be a wonderful opportunity to collaborate development activities were positive and why were
and exchange ideas and experiences.14 Whether a they positive?
teacher prefers to engage in a particular professional • What past experiences of professional
development opportunity alone or with others is development activities were less useful and why?
a personal choice, but it is worth considering what • What is my attitude towards professional
options are available for discussing thoughts with development activities generally? Why?
others in person at school, among friends, or in an
• What specific area of my professional life might I
online community, or actually embark on a professional
like to explore more?
development project together with others.
• What resources (including time) are available to me
Finally, while it is exciting to try out new things, learn for professional development?
about innovative techniques and approaches, and
• What obstacles might hold me back from
explore the unfamiliar, sometimes the familiar is more
engaging in professional development?
comfortable. While many teachers find professional
development rewarding and motivating, feeling a
constant pressure to develop can lead to intense stress.
Teachers must also recognize their own capacities,
boundaries, and needs. Becoming aware of themselves
as an individual can help guide a teacher to the
appropriate form of professional development at a
certain moment in time. There is no right or wrong way
of doing self-directed professional development, but the
more attuned a teacher is to themselves, their wellbeing,
and their needs as a whole person with a life beyond
work, the easier it will be for them to find the kinds
of professional development that suit them and their
circumstances at the current time. Sometimes they may
conclude that more of the same is enough for now.

There can never be a one-

size-fits-all approach to
professional development:
every teacher, school, and
educational culture is different.
SARAH MERCER

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Understanding self-directed professional development

Whenever I’m learning

SUMMARY
something new, I feel it’s
A teacher’s sphere of practice includes
classroom teaching but also extends good for my mental health
beyond the classroom to include other and wellbeing. I feel that
dimensions of their professional life and
responsibilities. Professional development I’m growing personally and
is an ongoing process through which professionally. The internet
teachers maintain and expand their
expertise. It may take the form of self-
is a great tool for lifelong
directed professional development, which learning and living in a small
is when a teacher intentionally selects
activities to engage with in order to
city is no longer a problem.
examine, extend, or perhaps improve their Thanks to online courses
professional practice. The potential for and webinars there are no
self-directed professional development is
determined by (1) the individual teacher borders and I can learn
and their personality traits, attitudes, with like-minded people.
and motivation; (2) their personal,
social, and cultural contexts; and (3) the
Connecting with teachers
nature and quality of the professional from other countries is
development opportunities available.
There is no one-size-fits-all model of
inspiring.
self-directed professional development, Ilham, Secondary school teacher, MOROCCO
and what is appropriate is thus highly
personal and is context dependent. Self-
directed professional development can
be extremely rewarding and beneficial,
especially when conducted on the
teacher’s own terms in ways which reflect
their personal needs and preferences.

© Oxford University Press 15

 02
PUTTING SELF-DIRECTED
PROFESSIONAL DEVELOPMENT INTO
PRACTICE
A teacher’s self-directed professional development journey
can involve multiple steps. In this section, we outline a
framework of seven steps to demonstrate how a teacher
might organize this journey. The framework is not meant
to be prescriptive: steps might be omitted, repeated, or
altered, and the steps do not need to be followed in a linear
manner. We recommend that teachers consider all the steps
in order to help them to identify the dimensions of self-
directed professional development they wish to focus on or
need more support with, according to their own needs and
preferences.

7 Reflect or 1 Reflect on
discuss practice current situation

6 Try out in 2 Identify goals

practice and purpose

5 Reflect or discuss professional 3 Select professional

development activity development activity

4 Participate in
professional
development
activity
Figure 2. Cyclic framework of self-directed professional development

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Putting self-directed professional development into practice

A FRAMEWORK FOR SELF-DIRECTED • Step 3. Select professional development activity

Consider what professional development activities
PROFESSIONAL DEVELOPMENT are possible and which ones would suit your purpose,
Figure 2 shows a framework of self-directed professional personal circumstances, and preferences at this time.
development for teachers. It consists of seven steps, • Step 4. Participate in professional development
presented in a cyclic form15 to emphasize that it is not activity
necessary to go through each step in a linear fashion. It In some cases, you may wish to engage in a one-off
is possible to revisit different steps, complete some but event but, in other cases, this may be an ongoing
not all of them, or experience several steps at the same activity over time.
time. The framework is a way to streamline the process
of self-directed professional development for those • Step 5. Reflect or discuss professional development
who may want some help in setting direction, while activity
maintaining an awareness that this is a simplification of Think more deeply about the professional development
reality. A more detailed discussion of each step follows activity and consider what you can take from it, whether
this brief outline. you have any questions still, and what it means for you
and your practice.
• Step 1. Reflect on current situation
Think about your own attitudes to professional • Step 6. Try out in practice
development, what strengths you bring to it, and the If appropriate, put into practice whatever lessons,
nature of the support and constraints in your context insights, and conclusions you have drawn from your
which may help or hinder your engagement with professional development.
professional development. • Step 7. Reflect or discuss practice
• Step 2. Identify goals and purpose If you have implemented ideas from the professional
Consider what you want to gain from the professional development into your own practice, reflect on the
development. experience and/or discuss the experience with a trusted
friend or colleague.

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Putting self-directed professional development into practice

EXPLORING THE FRAMEWORK IN MORE DETAIL Understanding the strengths you can draw on and the
weaknesses you need to overcome are key to giving
To explore this framework further, we will examine each direction to your professional development goals. Not
step in more detail and suggest some useful tools to help everyone who approaches professional development
support this process. will have clear goals and aims, and it may be enough
to simply be curious and explore options. However,
Step 1. Reflect on current situation some teachers may wish to set out a long-term vision
The first step in the framework concerns an honest of what they would like to achieve as a professional and
evaluation of yourself and your context in respect to the milestone goals along the way that will help them
professional development opportunities. This helps achieve this. This is known as a personal professional
you identify possible obstacles to your self-directed development plan. Having a clearly articulated plan
professional development from you or your context, but can help focus good intentions into an actionable set of
also your strengths and resources that you can draw on. steps. Naturally, what you need or want from professional
One way this can be done is to use a SWOT matrix16 development can change over time and you can revisit
(Figure 3). this plan at different points in your career as your
circumstances and experiences change (see Appendix 2
for a sample template of a personal professional
development plan).
Strengths Weaknesses
Step 2. Identify goals and purpose
Your current The second step in the framework involves reflecting
situation on what area you wish to explore and what you wish
to achieve in your professional development. You may
Opportunities Threats already know this but if not, it can be useful to reflect on
the following:
• components of teacher competences you may wish to
Figure 3. The SWOT matrix focus on
SWOT is an acronym for Strengths, Weakness, • topic areas that interest you.
Opportunities, and Threats. Strengths refer to aspects of Teacher competences
yourself in terms of attitudes, motivation, or competences With regard to teacher competences, Freeman (1989)
that you can draw on to help you get started or achieve proposed a model for understanding teaching which
your professional development goals. It also refers to the comprises four interrelated components of teacher
positive dimensions of your personal and professional competences:
context which offer you support in your professional
i. Awareness refers to recognizing things in one’s own
development endeavour. Weaknesses are the aspects of
or another’s practice in respect to the other three
yourself or circumstances which could interfere with your
components.
goals or potentially be holding you back. Opportunities
ii. Attitudes are how we think and feel about any
refer to the chances, resources, or circumstances that
aspect of our professional lives and practice such as
you could draw on or use to help you in your professional
ourselves as educators, teaching per se, language
development endeavour. Threats are the explicit
teaching specifically, our didactic decisions, our
obstacles or restrictions that could hinder you from
learners, etc. They are often referred to as teacher
seeking out or taking part in professional development.
dispositions.
The boundaries between these four categories aren’t
iii. Knowledge describes what we know about
always clear, but it can be useful to take stock of what
teaching—such as our knowledge of the
strengths and resources you and your context offer as
language, the learners, the curriculum, the
well as the weaknesses and obstacles that may be posed
sociocultural context, etc.
by your own attitudes or contextual constraints. Once you
iv. Skills refer to our observable actions and behaviours
have identified any possible obstacles, you will then need
as teachers—they encompass all the decisions
to decide to what extent you can continue despite these
we make when actually teaching such as selecting
or whether there is something you can do to address
materials or tools, presenting activities, organizing
them before moving ahead with your professional
classwork, etc.
development ambitions.

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Putting self-directed professional development into practice

When planning your professional development, you can Topic areas that interest you
choose explicitly to target one of these areas. All four are Topic areas can offer another approach to generating
interconnected, and awareness and attitudes are possibly ideas of what to focus on in professional development.
the most deeply rooted and the most difficult to access Table 2 provides some possible ideas. Naturally, not all
explicitly; yet, these are the two with the biggest impact these topics are equally relevant for every teacher, and
on how or why we engage in professional development at others relevant to your context may have been omitted.
all. Often, professional development addresses all these Nevertheless, it may still serve as a useful prompt to
areas, although one component of teacher competence suggest possible areas to explore further in the context
may be in focus for certain types (e.g. a lecture is more of self-directed professional development. If any of these
likely to impart knowledge, whereas a coaching session topics are unfamiliar to you, check the Glossary, where
may place an emphasis on awareness and attitudes). the less common ones have been explained.
Awareness is often triggered by our experiences or
aspects of the contexts in which we work, rather than by
being deliberately sought out.

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Putting self-directed professional development into practice

Myself as • Wellbeing Finally, you may take inspiration for possible professional
development activities from your work and experiences
a teacher • Socio-emotional competence
inside and outside the classroom. Here are some
• Motivation
reflection questions about your current professional
• Identity situation that might inspire you to embark on a
• Agency professional development journey:
• Professional learning networks
• Leadership skills 2.1 Reflection questions: Identifying
• Organizational skills professional development goals and purposes
Learners • Learner profiles
• What would you say are your strengths as a
• Learner psychology
teacher? You could find out how to utilize these
• Learner motivation strengths in other areas of your professional
• Learner agency practice.
• Differentiation • What aspect of your work do you find interesting
• Classroom management or puzzling?17 You could learn more about that
• Inclusive teaching practices aspect of practice and how it works in other
contexts.
Aspects of • Communicative language teaching
language • Task-based teaching • What area of your practice do you feel insecure
about? You could find ways to practise or learn
teaching • Project-based learning
more about the area to help build your confidence.
• Teaching integrated language skills
• What innovations or trends could be relevant for
• Reading, writing, speaking, listening,
your practice? You could explore what these mean
vocabulary, grammar, pronunciation
for your context and learn about the experiences of
• Content and Language Integrated other educators dealing with similar issues.
Learning (CLIL)
• What area of your teaching are you bored with or
• Assessment and testing
feel stuck in a rut with? You could examine new
• Feedback ways of approaching this area or try working with
• Socio-cultural competence new tools or resources.
• Global skills
• Theory of second language acquisition
• English for specific purposes
• Using other languages as resources It is more motivating and
Tools for • Lesson plans meaningful when teachers
teaching • Coursebook
• Digital tools and apps
are empowered to choose
• Classroom-based resources professional development
• Literature, art, and film
• Practitioner research
opportunities that match their
Context of • Curriculum own needs and interests.
teaching • Syllabus SARAH MERCER
• International teaching frameworks
• Institutional frameworks and
administration
• Socio-cultural contexts of teaching
• World Englishes
• National and international teaching
associations
• Communication with other
stakeholders (e.g. parents)
Table 2. Possible topics to explore in self-directed professional development

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Putting self-directed professional development into practice

Step 3. Select professional development activity wish to achieve. Learning is personal and an outcome
The third step of the framework concerns how to select may be that you choose to reject the ideas you have
a possible professional development option which is explored, or you may choose to embrace them or follow
suitable for you at the present moment in time. There are up on them more in additional professional development
a number of factors which can influence your decision activities. Below are some questions to trigger reflection
and these fall into four key areas: during the activity about how you are responding to
and learning from the experience. There may be other
i. Purpose. What do you wish to achieve by undertaking aspects you wish to reflect on.
this professional development? How does it relate to
your personal and professional goals? What would 2.2 Reflection questions: Learning from a
you like to have learned or be able to do after having
professional development activity
taken part in this professional development?
ii. Resources. What is available to you in terms of • In what ways is the activity meeting my
resources, including time and financial support, expectations? What do I feel is missing?
to support your professional development? What
• What can I do or who can I approach to enhance
can you manage in terms of financial costs, time, my experience?
childcare, internet access, library membership, etc.?
iii. Autonomy. Are you able to freely choose your • What key insights can I take from this activity?
professional development or might there be • What steps do I want to take to apply these
restrictions or expectations that limit your ability to insights to my professional practice?
select a specific option?
iv. Enjoyment. What kind of professional development
Step 5. Reflect or discuss professional development
would you enjoy and be willing to engage with?
activity
Appendix 3 is an example of a reflection tool which Step 5 is a chance to reflect after or during the
uses these four areas to help you select a professional professional development activity and, ideally, discuss
development activity. To complete the table, first select your impressions with others. It is through discussion
the type of professional development activities that you and dialogue that we expand our own thinking and
might be interested in, such as preparing some teaching are challenged in our blind spots. Even if you do the
materials or joining a teachers’ discussion group (see professional development alone, it can be valuable to
the list of suggested activities in Table 1 on page 10 or discuss your experiences with a trusted colleague and
use your own ideas to create the list). Then answer each seek their perspectives. You can reflect on the extent to
question, giving a score on a scale of 1–5 (5 = highest which this activity met your expectations and what kinds
score; 1 = lowest score. When you add up the total scores of questions it raised for you. You can critically discuss
for each activity, those with the highest scores may be things you disagree with, aspects that do not match your
most aligned to your needs, purposes, and capacities at experiences in practice, and ideas you wish to understand
present. Those with the lowest scores are perhaps not more deeply. Most importantly, this is the moment to
activities you want to engage with at this time. You may think very explicitly and consciously about how you can
revisit this table repeatedly as your circumstances and
attitudes change over time.

Step 4. Participate in professional development

activity
Step 4 in the framework refers to the period of time
when you are actually doing your chosen professional
development activity. This may be a single event or a
process that lasts over many weeks or months. During
the professional development activity, it can be helpful
to monitor how it is going and what you are taking from
it. Revisit your goals or motivation for taking part. Ask
yourself to what extent this activity is meeting your needs
and whether you could make any changes or ask for any
support to ensure it is even better suited to what you

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Putting self-directed professional development into practice

use what you have learned in your professional practice Step 7. Reflect or discuss practice
if you wish. Below are some questions you could use Reflection on your experiences in practice may be
to guide your reflection or discussion. Naturally, you ongoing or follow specific sessions, depending on
may select or adapt them depending on your specific what happened. You might reflect alone or with others,
experiences and context. thinking about whether what you did worked out as
expected or whether your idea in practice requires
2.3 Reflection questions: Discussing the additional adjustments. Importantly, you also need to
professional development activity consider how you will know whether this has improved
your teaching or professional life more broadly and what
• What have I learned about myself or my practice you will take as evidence to evaluate its effectiveness or
from this experience?
value for your professional practice.
• How can I use lessons learned from this activity in
my practice? Appendix 4 is an example of a reflection tool that
can guide your observations and thinking about
• What questions do I still have about this skill or topic? your experiences in practice following a professional
• How can I see evidence of the effects of my actions development experience. It can be adapted for any kind
in practice? of self-directed professional development activity.
• Based on the evidence I see in my practice, what
further changes or adaptations might I want to make?
ILLUSTRATIVE SCENARIOS OF SELF-DIRECTED
PROFESSIONAL DEVELOPMENT PATHWAYS
Professional development To illustrate some of the possible pathways that self-
directed professional development can take, we share
can be a great opportunity to some invented scenarios which focus on the choices and
connect with other colleagues decisions that might occur in the process. (For a reminder
of the steps, see the cyclic framework for self-directed
and see one’s own classroom professional development in Figure 2 on page 16).

from a fresh perspective. Many other scenarios are possible and, as mentioned
earlier, each teacher would also have other personal and
SARAH MERCER professional commitments that might shape or influence
their choices.

Step 6. Try out in practice

In step 6, you may put some of the lessons and insights
Even though I’m getting
from the professional development experience into to an age and length of
your practice and evaluate how this works out. This is
another exciting part of the process where you have the experience where I might
chance to experiment with the new ideas, alternative
perspectives, or make adjustments to how you do things feel complacent, I’m always
if that is suitable for the kind of professional development
you worked on. You can observe what happens, how
trying to improve what I do
you and your learners react, and whether this is what you
expected or whether it is different. What are the possible
and looking for constructive
reasons for the responses? As you try things out, you may feedback from my students
want to keep a journal or make notes of what you observe
to help you decide how to proceed and to perhaps use and colleagues.
as a basis for the reflection and discussion in step 7.
Sometimes things do not work out as anticipated, and Phil, English language teacher and study skills
this too can be a positive learning opportunity. Reflecting tutor, UK
on reasons why something didn’t work can prompt new
avenues to explore.

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Putting self-directed professional development into practice

Scenario 1: Patricia their understanding of these competences and their

Patricia is a state secondary school teacher working with importance for communication in diverse sectors, as well
teenagers in Brazil. Halfway through the school year, as practical ideas for working on them with adult learners
she has noticed that her 12–13-year-old students are (step 6). Javier starts to reflect on how he could integrate
struggling to organize their learning and keep deadlines these skills into his English teaching in another course he
(step 1). She is keen to find some strategies to work on teaches with air traffic controllers (step 7). He begins a
this before too much more time passes (step 2). She search for additional materials and examples of teaching
begins by discussing the topic with a colleague, Ana, practices that he can use for ideas as he develops some
who introduces her to the term self-regulation, which teaching materials of his own for this specific group of
refers to learners’ abilities to set goals and manage their learners (steps 4 and 6).
learning strategies to help them monitor their progress
Scenario 3: Dorota
towards these goals. Ana shares some of her own
Dorota is an experienced state secondary school teacher
experiences with this. Patricia then decides to search for
in Poland who feels her teaching is somewhat flat and
‘self-regulation’ online, to find ideas of how to work on
repetitive. She finds that she is always approaching
this with her learners (step 3). She reads blogs, websites,
her teaching in the same way, and she feels ready for a
and a teacher research report, gaining practical ideas
as well as a deeper understanding of some of the issues change. She wants to try out something new to inspire
involved in self-regulation (step 4). She meets with Ana and motivate her practice (step 1). To get ideas, she
and together they develop some worksheets and series attends an online teaching conference and series of
of lessons to support their learners (step 5). They try out workshops (steps 3 and 4). One of them, about working
their new approaches in class and decide to get feedback with partner schools on joint online projects, interests
from the learners through some open-ended questions and excites her. In the presentation, she hears of an
(step 6). Looking at the learners’ responses, they gain association that partners up school classes, so she signs
additional ideas about how they could refine their up her upper school class immediately (step 6). She
approach to this topic with next year’s students (step 7). finds a partner school in Japan where the local teacher,
Patricia decides to order a book from the library about Haruto, is delighted to match up his English students
self-regulation with teenagers to explore the issues in with Dorota’s so they can work together on a project
more depth (step 3). Ana and Patricia offer to share their on intercultural competence. Haruto and Dorota meet
experiences with colleagues at the next staff meeting online to plan ideas and discuss what they would like to
(step 7). achieve, and what is feasible in practical terms (step 6).
At the same time, Dorota approaches a colleague from
Scenario 2: Javier a neighbouring school who has done a project on
Javier teaches a business English course at his local
intercultural communication to seek ideas and resources
bank in Spain. The coursebook they are working with
she could share with Haruto as they work together on
has additional sections throughout on socio-emotional
designing the activities for learners (step 4). Their plan is
skills, which are those competences that people develop
to try out their lessons and materials, get feedback from
to manage their emotions and social interactions with
the learners, and create a video about their experiences
other people. He becomes really interested in this topic
to inspire others to join the association for partner
and how it relates to communication more generally
schools (steps 6 and 7).
(step 1). He finds a online course about socio-emotional
skills in business, so he signs up to find out more about These are just a few examples of the potential pathways
the topic (step 3). While doing the online classes, he that self-directed professional development can take.
discusses what he is learning with one of the participants Essentially, whatever your starting point on the self-
in his Business English course at the bank. His student is directed professional development journey, there is never
equally excited by the topic and he and Javier generate an end point. There are so many avenues of inquiry,
more ideas for relevant tasks to work on in the course at ways of learning, teaching techniques to try out, ways to
the bank (step 5). Together they decide to write a blog share your experiences, and a global community of ELT
post for a business English teacher association, sharing educators to engage with.

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Putting self-directed professional development into practice

Professional development is
SUMMARY
like oxygen—it’s necessary
In this section, a seven-step framework for
self-directed professional development for existence. It enables me
was introduced, on the understanding to explore current teaching
that not all steps are necessarily relevant
for every teacher in their context. The first
pedagogies that are relevant
step uses a SWOT matrix to reflect on to the needs of my learners.
factors affecting the ability to engage in
professional development. The next step
My professional network
involves identifying the goals that should is also strengthened when
be met. Next, a professional development I exchange ideas and
activity is selected by considering the
purpose it should serve, the resources experiences with other
required, the autonomy the teacher has, teachers and this empowers
and whether it would be enjoyable. Then
comes participating in the professional me to become better
development activity—whether a one-off every day.
event or over a period of time and whether
alone or with colleague(s). Reflection and Renetchie Bedecer-Martinez PhD, Educator,
discussion of the experience leads to PHILIPPINES
the next step, in which the teacher may
choose to experiment with ideas from
the experience in their practice. Finally,
reflecting on the experience in practice
may trigger a new cycle of professional
development curiosity.

Professional development can

be an individual undertaking in
which the teacher determines
the what, how, and why.
DONALD FREEMAN

© Oxford University Press 24

CONCLUSIONS
CONCLUSIONS

Professional development can be an This paper aims to broaden general notions of what
professional development opportunities are so as to
extremely rewarding part of being a teacher. empower and inspire educators to explore this exciting
Even when teachers have gained experience landscape in ways which suit them. There is no one-size-
fits-all approach to professional development—it is when
and confidence, there are still always new it is self-determined that professional development is
avenues, tools, or ideas to explore. Indeed, likely to have the best fit of all.
this potential for continual lifelong learning
can be an attractive feature of the profession KEY MESSAGES
for some teachers. • Self-directed PD is typically relevant and sustainable
over time and impacts positively on teachers’ wellbeing,
Professional development is impactful when the teacher motivation, and confidence.
perceives it as relevant and useful. In self-directed • Each teacher has different PD needs, depending on
professional development, teachers can select areas their own preferences, the context they work in, their
to explore which are especially pertinent to their own personal circumstances, and the opportunities available
work contexts and they can engage with professional to them.
development opportunities on their own terms. Self- • The potential for self-directed PD emerges from
determined professional development recognizes the teachers’ motivation and curiosity to learn, knowledge
autonomy and expertise of teachers to be able to select of the learning opportunities available, access to these
and define their own professional learning journey. Both opportunities, and support to engage with them.
institutions and a teacher’s personal circumstances can • Teachers can draw on the seven-step PD framework
affect the ways in which a teacher is able to engage with provided in this paper to guide their self-directed PD.
professional development. • Employers have an important role to play in ensuring
teachers have the practical support they need to
engage with opportunities for self-directed PD.

© Oxford University Press 25

APPENDIX 1:
REFLECTIONS ON WRITING THIS PAPER AS
A FORM OF PROFESSIONAL DEVELOPMENT
The three Panel members of this paper (Sarah Mercer, Donald: Looking back on the expert-panel process as a
Chris Farrell, and Donald Freeman) worked together with form of professional development, I took away several
Antoinette Meehan at Oxford University Press over a things. The written tasks before each meeting gave us a
period of six months during the pandemic and various sense of each other’s ideas as a point of departure. The
lockdowns to develop the concept for this paper. They meetings themselves were well facilitated. We had a short
met four times online with tasks to prepare for each agenda which scaffolded really productive conversations.
meeting. The paper you are reading emerged out of We were clearly working towards a deliverable—the
their discussions, thinking, and reading on the topic. Just content of a position paper on ‘bottom-up professional
as this paper hopes to empower and inspire you with development’—so the challenge was how to organize our
ideas for your own professional development, the Panel ideas and fit them together. We kept reminding ourselves
members realized that they too had experienced growth who the paper was for, which gave a common point of
and learning while working on this paper. To document reference both for the ideas and how we were expressing
the potential and benefits of professional development, them. We were reflecting not so much on what we knew
they have chosen to share brief insights into their but what we could do with it in the context of this paper.
experiences of working on this paper. This dynamic of constantly applying our thinking to the
paper’s focus became enthralling.
Sarah: Although I knew Chris and Donald beforehand, we
had never worked on any projects together, so this was a Chris: I was excited to engage and collaborate with
great opportunity to learn more about their perspectives Sarah and Donald on a project that also provided
on this topic. Perhaps the most valuable benefit has a great opportunity for my own development. This
been having my own thinking challenged by them both project has allowed me to re-evaluate my own beliefs
and expanded through their ideas and lines of thinking. I on a range of issues and made me think of how best to
thoroughly enjoyed the back-and-forth of our discussions express those beliefs and defend the thinking behind
as we wrestled with difficult topics where sometimes we them. The frankness in the synchronous sessions was a
were unsure about the direction we wanted to take. One breath of fresh air because it allowed for a high degree
of the most enriching aspects of working with others of academic openness. By the end of the meetings, I
in professional development is how we challenge each felt more confident in my own understanding of the
other’s viewpoints and open our minds to alternative and topic and empowered to be able to explain it with more
possibly new ways of understanding key issues. consistency.

© Oxford University Press 26

APPENDIX 2:
PERSONAL PROFESSIONAL DEVELOPMENT PLAN
Not everybody wants or needs a plan for the future. However, for those who might find such an approach useful, we
offer an example of a personal professional development plan (PPDP), which can be adapted to suit your own needs
and preferences.

PERSONAL PROFESSIONAL DEVELOPMENT PLAN

The kind of teacher I
would like to be five
years from now

Awareness, attitudes,
knowledge, and/or
skills I need to be that
teacher

Resources and
strengths I can draw on
to help me

Obstacles I may need

to overcome

Strategies I can use to

manage the obstacles

Professional
development options
suitable for me at
present

Objectives I wish
to achieve in
my professional
development

How I will know I

have achieved these
objectives

How these objectives

are related to my vision
of my future teacher
self, five years from now

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 APPENDIX 3: CHOOSING A PROFESSIONAL DEVELOPMENT ACTIVITY
Type of professional development activity Purpose Resources Autonomy Enjoyment Total
How well does How well does this suit How much autonomy How much would score

© Oxford University Press

this suit my my current capacities do I have to engage I enjoy this type
current needs and in terms of time and with this at present? of professional
purpose? other resources? development?
1= A lot; 5 = A little 1= A lot; 5 = A little 1= A lot; 5 = A little 1= A lot; 5 = A little

28
 APPENDIX 4: REFLECTING ON EXPERIENCE IN PRACTICE
Name of professional development activity

© Oxford University Press

Aspect of teaching or practice • Myself as a teacher: • Tools for teaching:
addressed: Attitudes, Knowledge, • Learners: • Context of teaching:
Skills
• Aspects of language teaching: • Other:

Awareness I realized that …

Summary of key insights from this The professional development activity inspired me to try to …
activity

Practical ideas for teaching or other 1.

areas of professional life 2.
(List one or more ideas, as appropriate) 3.

Examining each idea in depth Idea #1 Idea #2 Idea #3

WHEN and WHERE did I work
with this idea?

WHAT HAPPENED? How did

the learners respond?

WHY do I think this happened?

HOW DO I KNOW? What

evidence do I have that this
idea did or didn’t work for me?
WHAT’S NEXT? What do I want
to do with this idea moving
forwards?

29
APPENDIX 5:
A COLLABORATIVE PROFESSIONAL
DEVELOPMENT ACTIVITY
This paper can be used as the basis of a collaborative professional development activity. Working with a group of
colleagues, you can read the paper and discuss the questions together.

Section 1 Section 2
1 How would you define ‘professional development’? 11 Looking at the framework for self-directed professional
2 How do you understand ‘self-directed professional development (Figure 2, page 16), reflect on a past
development’? experience of professional development and consider which
steps it involved and which steps were especially important
3 What experiences, events, or activities have prompted
for you.
learning during your professional life?
12 In the SWOT matrix (Figure 3, page 18), it is often easier to
4 What are your motivations for taking part in this professional
focus on weaknesses and threats; however, taking time to
development group activity?
focus on strengths and opportunities can be motivating.
5 What do you notice about the experiences of Aisha and Share with the group one of your strengths as a teacher and
Francis, the teachers described in Section 1 (page 9)? one strength of your approach to professional development.
6 Which of the professional development activities in Table 1 13 Looking at Appendix 3, which topics would you be most
(page 10), appeal to you and why? interested to learn more about?
7 Figure 1 (page 11) presents the three components which 14 What activities can you add to Table 1 (page 10)?
can affect the potential offered by self-directed professional
15 Which of the options for professional development in Table
development. Comment on these components, using your
1 (page 10) have you had past experience with? Discuss your
own experiences as a starting point.
experiences with the group.
8 What relationships do you see between professional
16 As a result of taking part in this discussion, do you have any
development and the risk of burnout?
new practical ideas about how you could approach your
9 What have been the highs and lows in your previous own teaching or professional practices?
experiences of professional development?
17 Which aspects of the scenarios of Patricia, Javier, and
10 To what extent do you feel professional development for Dorota (page 23) resonate with you?
language teachers is different to professional development
18 Looking ahead, what next steps would you like to take for
for teachers of other subjects?
your own professional development, either as an individual
or as part of a group?

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APPENDIX 6:
REFLECTION QUESTIONS
Below are the reflection questions from the paper, gathered in one place for easy reference.

1.1 Reflection questions: Shaping your own • What specific area of my professional life might I like to
professional development explore more?

• What? • What resources (including time) are available to me for

Can you choose which professional development activities professional development?
to do or which aspect of a professional development • What obstacles might hold me back from engaging in
activity you focus on? professional development?
• Why?
Can you adapt your own motivation, ambitions, and goals
in respect to what you are able to take from a professional 2.1 Reflection questions: Identifying professional
development activity? development goals and purposes
• When? • What would you say are your strengths as a teacher? You
Can you select the timeframe in which you do a could find out how to utilize these strengths in other areas of
professional development activity? your professional practice.
• Where? • What aspect of your work do you find interesting or
Can you decide on the location or setting for a professional puzzling? 17 You could learn more about that aspect of
development activity? practice and how it works in other contexts.
• With whom? • What area of your practice do you feel insecure about? You
Can you choose whether you work alone or with others? If could find ways to practise or learn more about the area to
working with others, can you choose who to work with? help build your confidence.
• How? • What innovations or trends could be relevant for your
Can you decide how you work on a professional practice? You could explore what these mean for your
development activity or the type of output it creates? context and learn about the experiences of other educators
dealing with similar issues.
• What area of your teaching are you bored with or feel stuck
1.2 Reflection questions: Evaluating a in a rut with? You could examine new ways of approaching
professional development activity this area or try working with new tools or resources.
• To what extent am I able to bring my own expertise and
experiences to the activity?
2.2 Reflection questions: Learning from a
• How much space does the activity give me to form my own
understandings? professional development activity
• Does the activity meet my needs or satisfy my curiosity • In what ways is the activity meeting my expectations? What
about something? do I feel is missing?

• Does the activity include opportunities for me to reflect • What can I do or who can I approach to enhance my
and become actively involved? experience?

• Is the quality of the content rich? • What key insights can I take from this activity?

• Is the activity relevant? • What steps do I want to take to apply these insights to my
professional practice?
• To what extent is time given to me to consider how I could
draw on ideas for my own practice in my context?
• Does the activity open up other possibilities to explore an 2.3 Reflection questions: Discussing the
issue further? professional development activity
• What have I learned about myself or my practice from this
experience?
1.3 Reflection questions: Attitudes towards
professional development activities • How can I use lessons learned from this activity in my
practice?
• What past experiences of professional development
activities were positive and why were they positive? • What questions do I still have about this skill or topic?

• What past experiences of professional development • How can I see evidence of the effects of my actions in
activities were less useful and why? practice?

• What is my attitude towards professional development • Based on the evidence I see in my practice, what further
activities generally? Why? changes or adaptations might I want to make?

© Oxford University Press 31

GLOSSARY
agency professional learning network
A sense held by individuals that they have control over A group of like-minded professionals with similar interests
their actions. coming together to exchange ideas and learn from each
other. Also known as a personal learning network.
appreciative inquiry
An approach to growth which identifies a person’s or professional practice
institution’s strengths and what works well, and then All a teacher does, from teaching in the classroom to
considers what lessons can be learned from that success the broader range of teacher roles and responsibilities
and transferred to other contexts. outside the classroom, including managing their time and
wellbeing.
coaching
An approach in which one person receives support and/ self-determination theory
or guidance to help them achieve their goals. A theory of human behaviour based around the
meeting of three basic psychological needs: autonomy,
exploratory practice relatedness, and competence.
A sustainable approach for language teachers and
learners to work together to understand classroom life self-directed professional development
using typical classroom activities as research tools. Self-directed professional development is when a teacher
intentionally chooses and selects activities to engage
learner agency with in order to examine, extend, or perhaps improve
The feeling of ownership and sense of control that their professional practice.
students have over their learning.
self-regulation
mentoring The processes whereby learners manage and regulate
A form of guidance and support offered by someone, their learning, such as setting goals, using strategies, and
possibly with more experience or a different perspective, evaluating progress.
to help an individual reach their potential or navigate a
new role or setting. socio-cultural competence
The attitudes, knowledge, skills, and awareness needed
peer observation to be able to understand and interact appropriately and
Teachers observing each other’s practice to learn from respectfully with people from diverse cultures.
one other.
socio-emotional competence
personal professional development plan The skill set of interacting with others, understanding
A long-term vision of what a teacher would like to achieve one’s emotions, being able to appreciate other people’s
as a professional and the milestone goals along the way emotions, and communicating successfully.
that will help them achieve this.
team teaching
practitioner research When two or more teachers work together to plan,
An umbrella term for different kinds of research and organize, teach, and possibly evaluate the same group of
inquiry conducted by practitioners, in this case, teachers, students.
typically to improve or understand their practice.
World Englishes
professional development The Englishes used by people in different regions of the
An ongoing process through which teachers continually world.
expand their professional competences.

© Oxford University Press 32

FURTHER READING AND RESOURCES
Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional IATEFL Teacher Development Special Interest Group
development: The self as source. Heinle & Heinle. tdsig.iatefl.org
Esner, Z., & Esner, M. (2021). The CPD curriculum: Creating IATEFL Teacher Training and Education Special Interest Group
conditions for growth. Crown House Publishing. ttedsig.iatefl.org
Farrell, T. S. C. (2019). Reflective practice in ELT. Equinox. TESOL Professional Learning Networks
Ford, D. (2009). The developing teacher: Practical activities for my.tesol.org/communities/professional-learning-networks
professional development. Delta publishing. British Council Professional Development resources
Freeman, D. (1998). Doing teacher research: From inquiry to www.teachingenglish.org.uk/professional-development
understanding. Heinle & Heinle.
Freeman, D. (2016). Educating second language teachers. Oxford
University Press.
Hanks, J. (2017). Exploratory practice in language teaching: Puzzles
about principles and practices. Palgrave Macmillan.
Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. Oxford
University Press.
Shin, S., Mercer, S., Babic, S., Sulis, G., Mairitsch, A, King, J., &
Jin, J. (2021). Riding the happiness curve: The wellbeing of mid-
career phase language teachers. The Language Learning Journal,
Advanced Access. Available at: www.tandfonline.com/doi/full/10.10
80/09571736.2021.1979632
Woodward, T., Graves, K., & Freeman, D. (2018). Teacher
development over time: Practical activities for language teachers.
Routledge.

ISBN: 978 0 19 440563 8 ISBN: 978 0 19 442756 2 ISBN: 978 0 19 420042 4

www.oup.com/elt/teacher/eslt www.oup.com/elt/teacher/itc

ACKNOWLEDGEMENTS
Illustrations by: (Tim Bradford/ IllustrationX)
The publisher would like to thank the following for permission to reproduce photographs: Oxford University Press (Peter S, Mark Beckwith, Gareth Boden,
Rawpixel.com, rassco, IvanGrozny); Shutterstock (fizkes,Gorodenkoff, fizkes, Roman Chazov, SpeedKingz, stockfour, PureSolution)

© Oxford University Press 33

ENDNOTES
1 In an article about the results of the OECD Teaching 13 e.g. Schaufeli & Salanova (2014)
and Learning International Survey (TALIS), Fraser (2019)
14 Lortie (1975/2002, p. 14) has famously described
defines a professional as ‘someone who is able to
teaching and school cultures as having an ‘egg
make autonomous and expertise-based actions and
carton’ format, in which teachers and students are
decisions about their work. Their actions and decisions
compartmentalized into separate classrooms fostering
are grounded in a specialized set of knowledge and
an individualistic climate which can lead to feelings of
skills stemming from both quality training and constant
isolation for some.
collaboration and dialogue with peers and other
stakeholders’. https://oecdedutoday.com/teachers- 15 It should be noted that many other frameworks or
professional-school-leaders-principals-talis-oecd/ models in teacher education follow a similar cyclic
format as is typical for iterative processes of reflection
2 For a full discussion of the concept of ‘teacher
and action (see, e.g. Gibbs, 1988; Kemmis & McTaggart,
development’, see Evans (2002).
1988; Kolb, 1984).
3 OECD (2020)
16 It is unclear where the notion of SWOT matrix (or SWOT
4 Woodward, Graves, & Freeman (2018), pp. 1–2. analysis) was first used, but there are many examples
of it used, especially in business contexts. An online
5 See the concept of Appreciative Inquiry (Hammond,
search offers illustrations of it in use including video
2013). This is an approach to growth which identifies a
introductions to the approach. For example: https://
person’s or institution’s strengths and what works well,
www.mindtools.com/pages/article/newTMC_05.htm
and then considers what lessons can be learned from
that success and transferred to other contexts. 17 The notion of exploring puzzles in language teaching is
central to Exploratory Practice (e.g. Hanks, 2017) which is
6 For example, see Macias (2017) on teacher-led
one form of practitioner research.
professional development.
7 Tasdemir and Karaman (2022, p. 18) conclude their
meta-synthesis of research on PD in ELT by stating that,
‘Rather than standard programmes, PD must be based
on teachers’ authentic work, enable them to make
decisions about their learning through an ongoing and
collaborative process. The starting point should be the
reality of teachers and their needs for the selection of
content and methods in PD curriculum’.
8 e.g. Shin et al. (2021); Toropova et al. (2021)
9 Ryan & Deci (2017)
10 e.g. Bardach & Klassen (2021); Shoshani & Eldor (2016)
11 Feiman-Nemser (2001), pp. 1013–1014
12 See Vangrieken et al. (2015) for a systematic review
of issues surrounding teacher collaboration broadly
defined.

© Oxford University Press 34

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