Abstract
For some time, change has been the driving force in language teaching and learning. This seems to be even truer today than it was in the past, and seems set to be even more so in the future, which raises the questions of how to identify what is known and what is needed by teachers managing the changes, and how to address any needs. In this study, we asked 35 experienced secondary school teachers of English in Hong Kong to rate their own change-related knowledge, skills and personality characteristics, to find out how they would rate themselves in the various areas, and to consider whether such information can be of use in identifying change-related support needs. The results show that the teachers self-assessed some of their change-related knowledge, skills and personality characteristics as more and some less developed than others. Reasons are put forward to explain these different ratings, and ways in which such information might be used to identify teachers' change-related needs are discussed.
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