Abstract
ABSTRACTOpportunities for high quality teachers’ continuing professional development (CPD) are considered scarce in Asian countries such as China, Vietnam, and Cambodia. In addition, there seem to be few sustainable outcomes of teachers’ CPD. The present study aimed to address English teachers’ dissatisfaction with their own CPD in China. With some university-based teacher educators’ support, reciprocal coaching circles were formed by English teachers, where they identified common teaching problems and worked out practical solutions appropriate for their local contexts collaboratively. The findings suggest multiple benefits, including higher confidence in teaching, an expanded repertoire of teaching strategies, and teachers’ professional communities. Both in-service teachers and university-based teacher educators contribute to reciprocal coaching circles in complimentary ways, with local teachers being the main agent for change and university-based teacher educators being facilitators.
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