Critical Friends Group for EFL teacher professional development

Linh Thuy Thi Vo · Hoa Thi Mai Nguyen

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Teacher Education and Leadership Studies EFL/ESL Teaching and Learning Reflective Practices in Education

Abstract

For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do not seem to have the habit of working together, is as yet undiscovered. This study aimed to explore the experiences of a small group of Vietnamese EFL teachers during their participation in a CFG over one semester in a specific context in Vietnam. Through observations and interviews, this study offers insights into the participants’ experiences as well as the application of CFG as a model of EFL teacher professional development in Vietnam.

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2003The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region 2000Comparison of Peer Coaching Versus Traditional Supervision Effects 2002Developing a Teacher Identity: The Impact of Critical Friends Practice on the Student Teacher

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2022Examining the Relationships Between English Teachers’ Lifelong Learning Tendencies with Professional Competencies and Technology Integrating Self-Efficacy 2016Creating spaces for constructing practice and identity: innovations of teachers of English language to young learners in Vietnam 2024My students hardly speak English, do I still need to decolonise my teaching practice? A dialogue with a critical friend 2018Supporting the Maintenance of Expertise

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