Abstract

Language teachers’ professional development (TPD) has been regarded as a process that started from teachers’ training at tertiary education and continues in job-embedded learning activities for teachers at their school. Many researchers have found a wide range of professional learning activities used in both several Western and Asian countries. This case-study data came from different sources including the interview with the principal, the questionnaire for English-language teachers, class observation, and documents to identify nine activities used to promote English language teachers’ PD in one secondary school in Hong Linh province in Vietnam. These activities are described in detail and linked to the typical characteristics of the social, economic, cultural, and political context of Vietnam that can provide some implications for educational policymakers, leaders, and teachers themselves.