Perceived impact of short‐term professional development for foreign language teachers of adults: A case study

• Published in: Foreign language annals 2021-07, Vol.54 (2), p.365-388
• Main Authors: Shin, Joan Kang, Kim, Woomee
• Format: Article
• Language: English
• Subjects: Adult Basic Education; Adult education; adult foreign language learning; Adult Students; all languages; Case Studies; Communities of Practice; Educational Strategies; Faculty Development; foreign language instructors; Guidelines; in‐service and professional development; Language acquisition; Language Teachers; Professional development; Program Effectiveness; Qualitative research; Reflective Teaching; Second Language Instruction; Second Language Learning; Second language teachers; Self Esteem; Students; Teacher Attitudes; Teacher Characteristics; teacher development; Teacher education; Teaching; Teaching Methods
• ISSN: 0015-718X; 1944-9720
• DOI: 10.1111/flan.12521

Using Desimone's (2009) framework for studying the effects of teacher professional development (PD), this qualitative study examines the effectiveness and impact of a 10‐week professional development course on 31 foreign language (FL) instructional faculty and staff in a U.S. Government language school. Data sources included 31 K‐W‐L reflections, 15 questionnaire responses, and nine semistructured interviews from course participants. Etic and emic analysis revealed evidence of Desimone's framework as well as emerging themes that showed the importance of modeling, expanding the professional community, confirming beliefs, increasing confidence, and developing a learner‐centered mindset to effective PD for FL teachers. These emerging themes are presented as an expansion of Desimone's core conceptual framework based on contextual factors specific to PD for FL instructors of adult learners. The results of this study can inform the development and evaluation of FL teacher PD and ground future studies in this context using Desimone's framework. The Challenge There is a paucity of empirical research that examines the professional development experience of foreign language educators of adult learners. What are the outcomes of such professional learning opportunities? What are some necessary ingredients for effective professional development for foreign language educators of adults?