Theoretical Perspectives on School-based Language Teacher Development through Analyzing Cases in Other Countries

Theoretical Perspectives on School-based Language Teacher Development through Analyzing Cases in Other Countries

The present paper reviews the literature of teacher professional development to make underlying assumptions for school-based language teacher development (SBTD) programs. The analysis of cases in Chile, Spain and Canada illustrates SBTD in specific contexts and provides the theoretical basis from which generalizations are drawn for successful implementation of SBTD in other contexts. The content focus for professional development in the cases varies, as does the educational level, but the lessons learnt from each have wider applicability for school-based teacher development in language teaching contexts. Based on the lessons, it is asserted that SBTD enables the dynamic interaction between the teacher and their teaching context. This embodies a more effective model for professional development, especially in the field of English language teaching, where traditional development programs often overlook classroom realities and lack a school-based component. The review underscores characteristics of successful SBTD programs, which may inform ELT professional development programs: stakeholders’ involvement, trust building, collaborative and egalitarian ways of working, time and space for collaborative work, process documentation, supportive leadership, change in the school as a social organization, and professional reflection. The paper concludes that SBTD is a conduit for transforming the school into a learning environment for teachers, fostering professional growth, and consequently enhancing student achievement.