Nuevas tendencias y prácticas en el desarrollo profesional del profesorado en contextos EFL/ESL


Guest Editors


Ali Derakhshan

Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran

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Yongxiang Wang

Professor in Applied Linguistics, School of Foreign Languages and Cultures, Nanjing Normal University, China




Yongliang Wang

Associate Professor in Applied Linguistics, School of Foreign Languages and Cultures, Nanjing Normal University, China




José Luis Ortega-Martín

Associate Professor of Applied Linguistics, Profesor Titular de Universidad, Departamento de Didáctica de la Lengua y la Literatura, Universidad de Granada, Spain




Teaching a second or foreign language has long been considered a complicated task depending on several internal (psycho-emotional) and external (social) factors (Derakhshan, 2022; Madrid, 1995; Martín & Escabias, 2007; Pawlak et al., 2020). To get along with these complexities, educational systems all around the world inspire teachers, as the architects of societies, to improve their pedagogical and professional skills (Estaji & Ghiasvand, 2022). In so doing, they usually offer courses and programs to pre-service and in-service teachers as initial steps to cause educational reforms in the face of a changing world. To help L2 teachers experience pedagogical growth, teacher professional development (TPD) programs are increasingly provided by teacher educators and program designers. Such programs intend to hone teachers’ abilities to take a professional role and gain competencies needed in L2 education.  As put by Evans (2011), TPD aims to change teachers’ professional thinking, knowing, feeling, and doing.

Simply, TPD pertains to any activity that generates improvement and positive changes in teachers’ teaching expertise. They can be formal (conferences, webinars, & workshops) and informal (watching TV, reading a book, talking to a colleague, etc.). Research corroborates that EFL/ESL teachers’ professional development status considerably influences their emotions, productivity, effectiveness, self-efficacy, dispositions, pedagogical practices in the class, mentalities, and professional knowledge (Adesina et al., 2016; Creese et al., 2013; Derakhshan et al., 2022; Derakhshan & Nazari, 2022a, 2022b; Greenier et al., 2021; Gunter & Reeves, 2017; Kurtovic et al., 2019; Saunders, 2013; van As, 2018; Wang et al., 2022). Furthermore, a growing body of research in different contexts has concentrated on the features of an effective professional development program (Smylie, 1988), the underlying components of TPD (Estaji & Molkizadeh, 2022) the effects of TPD on students’ achievement (Avalos, 2011), teachers’ professional learning (Behzadi et al., 2019), and continuing education (Topolinski, 2014). Although these studies are promising enough, there are still many unexplored avenues in this research domain. The roles of positive and negative emotions, psycho-emotional variables, teacher willingness, demographic factors, context, needs, and features of a TPD in determining the success rate of such programs among L2 teachers need more research. EFL/ESL teachers, practitioners, teacher trainers, and scholars all around the world are invited to consider this strand of research and address the current gaps.

In this regard, we encourage authors to submit theoretical, empirical, original, systematic reviews, and critical articles that focus on the characteristics of an effective TPD in EFL/ESL contexts and its contributions to teaching and learning. Additionally, we welcome meta-analyses that unpack the psycho-emotional and teacher-related factors, which influence TPD of EFL/ESL teachers. Authors are also stimulated to use quantitative and qualitative software to better portray the role of emotions, personality traits, and professional activities in maintaining and improving EFL/ESL teachers’ pedagogical skills. Furthermore, enthusiastic researchers can run studies on the emerging themes and trends in TPD, especially in a changing world after the outbreak of the COVID-19 pandemic.  Finally, cross-cultural research papers comparing teachers’ perceptions of a successful TPD, its features, impacts, and underlying dimensions are appreciated in this special issue.

In this special issue, we are looking forward to receiving:


  • -Studies that focus on English language teachers’ professional development and their knowledge/ skills;
  • -Studies that reveal the connection between TPD and professional identity;
  • -Studies that experimentally show the impact of training on English language teachers’ professionalism;
  • -Studies that investigate the role of teachers’ personal traits in their desire for professional development;
  • -Studies that compare teachers’ professional cycle across disciplines and contexts;
  • -Correlational studies on TPD, professional success, and work engagement of EFL/ESL teachers;
  • -Studies that seek out the effect of teachers’ continuing professional development (CPD) on their self-efficacy beliefs and organizational commitment;
  • -Studies that highlight the role of TPD in reducing negative emotions (burnout, turnover, frustration, boredom, etc.);
  • -Studies that examine the role of positive emotions (passion, commitment, engagement, love, hope, etc.) in fostering TPD;
  • -Studies that employ new analytical methods to provide insights into the impact of TPD and CPD on L2 teaching and learning.


Concerning the design of studies in this issue, they can be longitudinal, qualitative, experimental, large-scale quantitative, correlational, or mixed-methods studies. We mostly welcome original empirical studies, meta-analyses, and in-depth qualitative studies. The researchers can benefit from different data collection and analysis instruments such as questionnaires, interviews, observations, diaries, journals, narratives, checklists, focus groups, thematic analysis, content analysis, Nvivo, and MAXQDA software. It should be noted that the choice of topics and research designs is not limited to the above-mentioned and scholars can use different designs and tools in tune with their objectives.



Adesina, O. J., Raimi, S. O., Bolaji, O. A., & Adesina, A. E. (2016). Teachers' attitude, years of teaching experience and self-efficacy as determinants of teachers' productivity in teachers' professional development programme in Ibadan Metropolis, Oyo State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies7(3), 204-211.

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.

Behzadi. A., Golshan. M., & Sayadian. S. (2019). Validating a continuing professional development scale among Iranian EFL teachers. Journal of Modern Research in English Language Studies, 6(3), 105-129.

Derakhshan, A. (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1-43.

Derakhshan, A., Dewaele, J-M, & Azari Noughabi, M. (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 109,  102890.  

Derakhshan, A., & Nazari, M. (2022a). “I am fed up with the criticisms”: Examining the role of emotional critical incidents in a novice teacher’s identity construction. The Asia Pacific Education Researcher.

Derakhshan, A., & Nazari, M. (2022b). Examining teacher identity construction in action research: The mediating role of experience. Educational Studies

Estaji, M., & Ghiasvand, F. (2022). Classroom supervision and professionalism: Matches and mismatches in the perceptions of novice and experienced teachers. Applied Research on English Language11(3), 1-36.

Estaji, M., & Molkizadeh, A. P. (2022). Developing and validating a professional development inventory: Novice and experienced teachers’ perceptions in focus. Journal of Language and Education8(1), 52-70.

Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97.

Gunter, G. A., & Reeves, J. L. (2017). Online professional development embedded with mobile learning: An examination of teachers' attitudes, engagement and dispositions. British Journal of Educational Technology48(6), 1305-1317.

Madrid, D. (1995). Internal and external factors affecting foreign language teaching and learning. Actas de las Segundas Jornadas de Estudios Ingleses, 59-82.

Martín, J. L. O., & Escabias, E. R. (2007). Motivating factors in the students of FLL (English) at the Faculty of Education University of Granada. International Journal of Learning13(9), 1-15.

Pawlak, M., Zawodniak, J., & Kruk, M. (2020). Boredom in the foreign language classroom: A micro-perspective. Springer.

Saunders, R. (2013). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change14(3), 303-333.

Smylie, M. A. (1988). The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change. American Educational Research Journal, 25(1), 1-30. https:// 3102/00028312025001001

Topolinski, C. C. (2014). The influence of teacher leadership and professional learning on teachers’ knowledge and change of instructional practices in low performing schools (Unpublished doctoral dissertation). Western Michigan University.

van As, F. (2018). Communities of practice as a tool for continuing professional development of technology teachers’ professional knowledge. International Journal of Technology and Design Education28(2), 417-430.

Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2022). The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development.  



Submission information

Submissions need to follow the following guidelines

Important dates

Deadlines for the call for abstracts, papers, and reviews

  • -Call for abstracts: 25 February 2023 (250-350 words)

 Please kindly include the name(s) of the author(s), affiliations(s), and a bio(s) of not more than 150 words for the author(s).

  • -Notification of acceptance of abstracts: 20 March 2023
  • -Full paper submission deadline: 30 July 2023
  • -Review decision: 1 November 2023
  • -Final version submission: 30 November 2023
  • -Publication date: December 2023

Submissions and queries should be addressed to the guest editors of this special issue at Dr. Ali Derakhshan ( or