Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development - Journal Article

Oct 15, 2026

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This paper examines how second language teachers perceive their pedagogical practices and how professional development shapes collaboration, relationships with colleagues, and ongoing learning. It argues that adopting evidence-based language teaching practices is connected to continued reinforcement through dialogic exchange in professional practice sessions. The study treats this disposition as a career-long development process, beginning in quality teacher education and sustained via professional development workshops. Survey data gathered after methodology workshops show extensive use of evidence-based strategies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

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Abstract

Introduction

Australian Journal of Teacher Education | Volume 46 Issue 9 | Article 3 | | --- | --- | | 2021
Second Language Teachers’Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
Simone Smala
The University of Queensland, Australia
Robyn M. Gillies
University of Queensland
Katherine McLay
The University of Queensland
Huong Ngyuen
The University of Queensland
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Language and Literacy Education Commons, and the Teacher Education and Professional Development Commons | | Recommended Citation Smala, S., Gillies, R. M., McLay, K., & Ngyuen, H. (2021) . Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development. Australian Journal of Teacher Education, 46(9) . [http://dx.doi.org/10.14221/ajte.2021v46n9.3](http://dx.doi.org/10.14221/ajte.2021v46n9.3) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss9/3](https://ro.ecu.edu.au/ajte/vol46/iss9/3) Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development Simone Smala Robyn Gillies Katherine McLay Huong Nguyen The University of Queensland Abstract: This paper reports on the relationship between language teacher practices and their collaborations with other teachers through professional development. The paper argues that there is a link between the disposition to use evidence-based practices in language teaching, and ongoing reinforcement of such practices through dialogic exchange in professional practice sessions. Furthermore, the paper understands the learning and development of such disposition as a career-long endeavour, first encountered in quality teacher education programs and then continued by committing to ongoing professional development. Survey data were collected from a group of language teachers from various second languages in primary and secondary schools in [state removed], Australia after they had participated in a workshop on language teaching methodology. The teachers reported extensive use of evidence-based language learning strategies in their classrooms. The paper argues that this disposition is grounded in the ongoing commitment of these teachers to stay in dialogic exchange with colleagues during professional development. Introduction Given the current emphasis on globalisation and the importance attached to transnational movements of peoples, being able to communicate in languages other than English is not only likely to facilitate greater understandings of different cultures but also likely to offer economic (Schroedler, 2018), cultural and educational benefits to nations that encourage multilingual communication (Coffey & Wingate, 2017) . In response to this trend, many schools have recognised the importance of teaching students to study languages other than English as a means of being able to communicate, develop culturally appropriate sensitivities, and respond to the everchanging world of work. In addition to the advantages connected to intercultural understanding, second language studies continue to be linked to broad benefits in cognitive functions (Sullivan, Janus, Moreno, Astheimer & Bialystok, 2014) . Acknowledging ongoing efforts to capture the changing dynamics of multilingual learners (cf. Block, 2014; Thompson, 2020) in a superdiverse world (Vertovec, 2007), this paper uses the term‘second languages’ in full awareness that students in languages c

FAQs

What relationship does the paper propose between language teaching practices and professional development?

The paper links teachers’ evidence-based teaching disposition to ongoing reinforcement through dialogic exchange during professional development.

How does the study describe the development of teachers’ evidence-based disposition?

It frames disposition learning as a career-long endeavour, starting in quality teacher education programs and continuing through sustained professional development.

What data did the paper collect and what did teachers report?

The paper collected survey data from language teachers in primary and secondary schools after they participated in a language teaching methodology workshop; teachers reported extensive use of evidence-based language learning strategies.

Oct 15, 2026

Upload by Franzy