An investigation into english teachers practices of using individual development plan as a tool for their professional development at tien giang university

MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY
COLLEGE OF FOREIGN LANGUAGES
------------

NGUYEN THI ANH THU

AN INVESTIGATION INTO ENGLISH
TEACHERS’ PRACTICES OF USING
INDIVIDUAL DEVELOPMENT PLAN AS A TOOL
FOR THEIR PROFESSIONAL DEVELOPMENT
AT
TIEN GIANG UNIVERSITY

MA THESIS IN EDUCATION

SUPERVISOR:

HUE, 2013


MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY
COLLEGE OF FOREIGN LANGUAGES
------------

NGUYEN THI ANH THU

AN INVESTIGATION INTO ENGLISH TEACHERS’
PRACTICES OF USING INDIVIDUAL DEVELOPMENT
PLAN AS A TOOL FOR THEIR PROFESSIONAL

DEVELOPMENT AT TIEN GIANG UNIVERSITY

FIELD OF STUDY: THEORY AND METHODOLOGY
OF ENGLISH LANGUAGE TEACHING
CODE: 60.14.10

MA THESIS IN EDUCATION

SUPERVISOR: ASSOC. PROF. DR TRUONG VIEN

HUE, 2013

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BỘ GIÁO DỤC VÀ ĐÀO TẠO
ĐẠI HỌC HUẾ
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
--------

NGUYEN THI ANH THU

NGHIÊN CỨU THỰC TẾ SỬ DỤNG
KẾ HOẠCH PHÁT TRIỂN CÁ NHÂN NHƯ LÀ MỘT CÔNG
CỤ PHÁT TRIỂN NGHIỆP VỤ CỦA GIÁO VIÊN TIẾNG
ANH TẠI TRƯỜNG ĐẠI HỌC TIỀN GIANG

CHUYÊN NGÀNH:
LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY - HỌC MÔN TIẾNG ANH
MÃ SỐ: 60.14.10

LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC
NGƯỜI HƯỚNG DẪN KHOA HỌC:
PGS. TS. TRUONG VIEN

HUẾ, 2013

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STATEMENT OF AUTHORSHIP

I hereby acknowledge that this study is mine. The data and the findings
discussed in the thesis are true, and have not been published elsewhere.

Author
Nguyen Thi Anh Thu

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ABSTRACT
In the Vietnam EFL context, there are various activities English teachers may
consider for their professional development. Each teacher has his/her own tools to
improve their professional competence and to pursue their lifelong professional
development. The Individual development plan (IDP) may be considered as one of
the most effective, practical tools for teachers‟ professional development among the
others such as action research, reflective teaching, teaching portfolios, workshops,
collaborative work and classroom observation, etc.,. This thesis aims to explore the
perceptions and reality of employing the IDP as a professional development tool of

teachers of English at Tien Giang University.
The participants are twenty-five teachers of English at Tien Giang University. To
conduct this investigation, Questionnaire and Interviews were used. The received
data was converted into percentage and analyzed by SPSS program (Version 17.0).
The results indicated that most English teachers feel the IDP in fact a useful tool.
They held positive perceptions and highly appreciated the significance of using the
IDP as a professional development tool. However, there still existed some
difficulties hindering their growth such as time constraint due to excessive workload
and demanding teacher life.
Based on the findings, suggestions are drawn out not only for teachers to carry out
the IDP effectively but also for administrators as a concrete support for the progress
of fulfilling the teachers‟ plans.

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ACKNOWLEDGEMENTS
This thesis would not have been completed without the supports
and encouragements of a number of people.
I would like to express my first debt of deepest gratitude to my
supervisor, Assoc. Prof. Dr Truong Vien, from Hue University College of
Foreign Languages whose devotion, stimulating suggestions and
encouragement helped me in all the time of research for and writing
of this thesis. Additionally, the useful references he provided a long
with his enthusiastic instruction and valuable feedback throughout
the entire work helped raise my thesis to its present standard.
Second, I am particularly grateful for the assistance given by
Dr. Annie Priest for spending her valuable time giving comments and
editing my writing.
Third, I would like to offer my special thanks to Assoc. Prof. Dr.

Tran Van Phuoc, Assoc. Prof. Dr. Le Pham Hoai Huong, Dr. Pham Hoa
Hiep, Dr. Pham Thi Hong Nhung, Dr. Truong Bach Le, and Dr. Ton Nu
Nhu Huong for their devotion during the post-graduate course in the
academic year 2011-2013.
My colleagues from Tien Giang University participated in my
research. I want to thank them for all their help, support, interest and
valuable hints.
I wish to send my last expression of greatest gratitude to my
husband who shared me all the difficulties and housework to create
me the most favorable conditions to take the MA course as well as to
fulfill this thesis.

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TABLE OF CONTENTS
Pages
Contents
SUB COVER PAGE ................................................................................................... i
STATEMENT OF AUTHORSHIP ......................................................................... iii
ABSTRACT ............................................................................................................... iv
ACKOWLEDGEMENTS ........................................................................................... v
TABLE OF CONTENTS ........................................................................................... vi
LISTS OF TABLES AND FIGURES ....................................................................... x
LIST OF ABBREVIATIONS ................................................................................... xi

CHAPTER 1 - INTRODUCTION ........................................................................... 1
1.1 Background .......................................................................................................... 1
1.2. Rationale .............................................................................................................. 2
1.3. Research aims ....................................................................................................... 4

1.4. Research questions ............................................................................................... 4
1.5. Research Significance .......................................................................................... 4
1.6. Research Scope .................................................................................................... 4
1.7. Thesis Structure .................................................................................................... 4
CHAPTER 2 - LITERATURE REVIEW ............................................................... 6
2.1 Teacher Professional Development (PD) .............................................................. 6
2.1.1 Definition of Professional Development............................................................ 6
2.1.2 The importance of Teacher Professional Development ..................................... 8
2.2 Individual Development Plan (IDP) as an effective tool for PD .......................... 9
2.2.1 Definition of Individual Development Plan ...................................................... 9
2.2.2 Purpose of Individual Development Plan ....................................................... 11

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2.2.3 Common PD tools/activities for teachers to employ in their IDP ................... 12
2.2.3.1 IDP as a general personal professional development tools .......................... 13
2.2.3.1.1 Knowledge ................................................................................................ 13
2.2.3.1.2 Conference/Workshop ............................................................................... 13
2.2.3.1.3 Action research .......................................................................................... 14
2.2.3.1.4 Diaries /Journals ........................................................................................ 14
2.2.3.1.5 Field notes ................................................................................................. 14
2.2.3.1.6 Portfolios ................................................................................................... 15
2.2.3.1.7 Reflective Teaching ................................................................................. 15
2.2.3.1.8 Individual Development Plan ..................................................................... 15
2.2.3.2 Group Professional Development tools ....................................................... 15
2.2.3.2.1 Collaborative Study Groups ...................................................................... 16
2.2.3.2.2 Class Observation ...................................................................................... 16
2.2.3.2.3 Mentoring .................................................................................................. 17
2.2.3.2.4 Collaborative or Team Teaching ............................................................... 17

2.3 Previous studies .................................................................................................. 18
2.4 Conducting IDP at Tien Giang University .......................................................... 22
2.5 Summary ............................................................................................................ 23
CHAPTER 3 - METHODOLOGY ........................................................................ 24
3.1. Research design:................................................................................................. 24
3.2. Participants and research site ............................................................................. 24
3.3. Method of data analysis ..................................................................................... 25
3.4. Research Procedures .......................................................................................... 25
3.5. The research instrument for data collection ....................................................... 26
3.5.1 Questionnaires .................................................................................................. 26

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3.5.2 Interviews ....................................................................................................... 27
3.6. Conclusion.......................................................................................................... 28
CHAPTER 4 - FINDINGS AND DISCUSSION ............................................. 30
4.1 English teachers‟ perceptions and reality of adopting individual development
plan for their professional development. ................................................................... 31
4.1.1 General perceptions of English teachers about professional development ...... 32
4.1.2 English teachers‟ perceptions about individual development plan. ................. 34
4.1.3 The IDP activities that English teachers find beneficial to their career. .......... 36
4.1.4 The IDP activities that English teachers frequently use ................................. 38
4.2 The advantages and disadvantages of using IDP for PD .................................... 44
4.2.1 The advantages of using IDP for professional development .......................... 44
4.2.2 The disadvantages of using IDP for professional development ...................... 45
4.3 The suggestions of the English teachers for effective IDP practice .................. 48
4.3.1 The suggestions for section of English .......................................................... 48
4.3.2 The suggestions for Tien Giang University ................................................... 48
4.3.3 The suggestions for Tien Giang Department of Education and Training ...... 49

4.4 Summary of the findings .................................................................................... 49
4.5 Discussion on the findings ................................................................................. 50
4.5.1 Teachers‟ perceptions of professional development and IDP tool ................. 50
4.5.2 Teachers‟ perceptions and their actual use of some most common IDP
activities ................................................................................................................... 51
4.5.3 The advantages and disadvantages that the teachers face in IDP
implementation ........................................................................................................ 52
CHAPTER 5 - CONCLUSSIONS AND IMPLICATIONS .............................. 54
5.1. Summary of the findings ................................................................................... 54

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5.1.1 Findings on the teachers‟ perceptions about doing IDP for PD ...................... 54
5.1.2 Findings on the reality of adopting individual development plan by EFL
teachers for professional development .................................................................... 55
5.2 Pedagogical implications ................................................................................... 55
5.2.1 Implications for teachers ................................................................................. 55
5.2.2 Implications for administrators ....................................................................... 57
5.3. Limitation of the study ...................................................................................... 59
5.4. Suggestion for further research ......................................................................... 59
REFERENCES ...................................................................................................... 60
APPENDICES ........................................................................................................ 68
APPENDIX 1: Individual Development Plan Form ................................................ 68
APPENDIX 2: Questionnaire .................................................................................. 69
APPENDIX 3: Interview questions ......................................................................... 74
APPENDIX 4: Raw calculations of the questionnaire ............................................. 75

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LISTS OF TABLES AND FIGURES

LISTS OF TABLES
Table 3.1 Profile of Participants ...............................................................................26
Table 3.2 The six clusters of the questionnaire .........................................................27
Table 4.1 Reliability Statistics of the questionnaire .................................................31
Table 4.2 The mean score of six clusters ..................................................................32
Table 4.3 The One Sample T-Test result of six clusters ...........................................33
Table 4.4 The mean score and percentage of English teachers‟ perception toward
the importance of professional development. ...........................................................33
Table 4.5 The mean score and percentage of English teachers‟ perceptions toward
the importance of IDP ...............................................................................................36
Table 4.6 Summary of English teachers‟ responses to each item in cluster 3 ..........38
Table 4.7 The mean score and percentage of the advantages using IDP ..................46
Table 4.8 The mean score and percentage of the disadvantages using IDP .............47
LISTS OF FIGURES
Figure 4.1 Using the Internet of English teachers .....................................................39
Figure 4.2 Using Reflective teaching of English teachers .......................................41
Figure 4.3 English teachers‟ Class Observation ......................................................42
Figure 4.4 English teacher‟ conference /workshop attendance ...............................43
Figure 4.5 Diary/journal using of English teachers ..................................................44

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LISTS OF ABBREVIATIONS

1. EFL: English as a Foreign Language
2. IDP: Individual Development Plan

3. IDPs: Individual Development Plans
4. PD: Professional Development

5. PDP: Personal Development Plan
6. TPD: Teacher Professional Development

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CHAPTER 1
INTRODUCTION

1.1 Background
Nowadays, no one can deny the fact that English is a means of international
communication in most of the fields from daily life to politics, science, healthcare,
etc. (Pham, 2006). The demand to study English is therefore more and more
increasing. It urges English teachers to pursue non-stop learning to become
qualified teachers.
It is said that studies are like the drift boats that go upstream, if they do not move
forward; surely they will be swept backward. This statement uses the simile to
image the learning process of people with boats floating upstream, they do not stand
at ease, but they come either forward or backward. Being teachers, it does not mean
we can stop our learning because knowledge is infinite, so vivid and changing,
evolving. Every minute passes, so much new knowledge emerges into society; if we
do not study, we will lag behind. Brown (1994, as cited in Pham, 2001, p.1)
remarks: “[o]ne of the most interesting things about teaching is that you never stop
learning”. Besides, there is a common saying that compares knowledge with the
horizon, the more we go to it, the wider it becomes. Accordingly, continuing
professional development is considered as the task which any teacher, under any
circumstance and condition, cannot ignore. The education and professional

development of every teacher needs to be seen as a lifelong task. It is a key tool that
keeps teachers abreast of current issues in education, helps them implement
innovations, and refines their practice (Cook and Fine, 1996). According to Pham
(2001, p.1), “teacher development is the process of lifelong learning in the teaching
profession; it involves any activities aiming to achieve personal and professional
growth for teachers”.

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The importance of professional development was also discussed by many educators
and linguists such as Guskey (2000), Head and Taylor (1997), Ur (1999). Studies of
effective tools for teachers to use for their professional development are mentioned
in Nunan (1989), Hopkins (1993), Freeman (1998), Diaz-Maggioli (2004), Bastida
(1996). In Vietnam, Pham (2001) examines teacher training and teacher
development and indicates that although “teacher development has been a familiar
notion in the ELT profession for the last few decades; it is relatively new and
receives insufficient attention in Vietnam.”(p.1)
Among the tools that teachers can use for their professional development such as
action research, reflective teaching, teaching portfolios, workshops, collaborative
work and classroom observation, etc., individual development plan (IDP) or
personal development plan (PDP) is considered as one of effective tools, a best
practice for teachers‟ professional development (Noro and Charlotte, 2005). The
IDP maps out the general path you want to take and helps match skills and strengths
to your career choices. Pohl (2010) asserts that the IDP “provides an opportunity for
individuals to take responsibility for their own learning, professional development
and growth” (p.4).
However, documents of using individual plan as a professional tool, to my
knowledge, have not still been found. It is also the motivation for me to do this
investigation: An Investigation into English Teachers’ Practices of Using

Individual Development Plan as a Tool for Their Professional Development at
Tien Giang University.
1.2 Rationale
This study was carried out for the following reasons:
First, professional development of teachers is a lifelong process which should begin
with the individual development plan. Whenever a teacher has a positive awareness
of the importance of professional development, he will think of a development plan
for himself. It is without doubt that every task will be done smoothly if it is
carefully planned in advance. An individual development plan can outline what

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career goals a teacher wants to accomplish and what steps he can take to meet those
goals. An IDP can be a useful tool to guide development and assess progress toward
career goals and objectives.
Second, anecdotal evidence indicates that most teachers have done individual
development plan at least once in their life through a variety of ways such as:
thinking for some minutes about the goals they want to achieve at sometime
beginning of a year or a new school year, doing the lesson plans that are suitable to
new methods and to their proficiency, mapping out a teaching strategy for a specific
group of students. However, the IDP that the teachers have done is quite
unprompted and informal. It has not got much attention from the school-based
administrators. This thesis offers an opportunity for participants to outline for
themselves the professional development plans that are more concrete and precise –
the plans with specific goals, ways to conduct, expected results. In this study, I
would like to explore the benefits as well as the difficulties that the teachers meet to
implement their own development plan. Moreover, I hope this study will attract the
attention from the administrators to see the real value of having the IDP as a useful
tool for teachers‟ professional development and to establish and approve individual

professional development plans for all instructional staff. Because the IDP process
is a “continuing cycle of planning, implementation and evaluation between an
employee and supervisor, for the mutual benefit of both the employee and the
organization”
( />Third, as an English teacher, I find individual development plan has a significant
meaning in my teaching career. I hope to benefit from doing this study in
investigating teachers‟ perceptions and practice of using IDP as a professional
development tool. I do hope to get more insights into the use of this tool from my
colleagues on their way of professional development. Thanks to that I can improve
my teaching experience.

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1.3 Research aims
This study aims at investigating our college teachers‟ perceptions of using IDP as a
tool for their professional development; seeing how they understand and use IDP in
reality as well as raising their awareness of the importance of using IDP as a
professional development tool; identifying the advantages as well as difficulties that
they face in IDP implementation; and providing suggestions for teachers and
administrators doing IDP effectively at Tien Giang University.
1.4 Research questions
The research aims to answer the following questions:
1. What are the teachers‟ perceptions of using the individual development
plan?
2. What is the reality of adopting the IDP for professional development by
the English teachers?
3. What are suggestions for doing the individual development plan
effectively?
1.5 Research Significance

It is expected that the findings will help English teachers sense their perceptions of
the effectiveness of professional development tool, help them create better
individual development plans for the purpose of professional development. From
this, we can learn from each other how to implement individual development plan
for our lifelong professional development.
1.6 Research Scope
The study will be carried out at Tien Giang University with 25 teachers from the
Foreign Language Faculty and the Foreign Language Centre.
1.7 Thesis structure
This thesis consists of five chapters:
Chapter One introduces the background, the rationale, the purposes and research
questions, the significance and scope of the study, and the thesis structure.

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Chapter Two presents a Literature Review with the definitions of professional
development and individual development plan as well as their importance.
Chapter Three presents the research methodology.
Chapter Four shows and discusses the findings of the study.
Chapter Five offers the conclusion, implications and limitations as well as the
suggestions for the further studies.

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CHAPTER 2
LITERATURE REVIEW

This chapter presents some definitions of Professional Development, discusses its

importance, and mentions some common effective tools for teacher professional
development. It also clarifies the meaning and significance of Individual
Development Plan (IDP) with the purposes and benefits of adopting the IDP as a
tool for Professional Development.
2.1 Teacher Professional Development
2.1.1 Definition of Professional Development
Many researchers such as Underhill (1988), Head and Taylor (1997), Castellano and
Datnow (2000), Pham (2001) have defined and mentioned Teacher Professional
Development under the term Teacher Development or Professional Development.
Pham‟s definition focuses on both personal and professional aspects of the purposes
of teacher development:
“Teacher development is the process of lifelong learning in the teaching
profession; it involves any activities aiming to achieve personal and
professional growth for teachers” (p.31)

According to Diaz-Maggioli (2003), professional development is an ongoing
learning process in which teachers engage voluntarily to learn how best to adjust
their teaching to the learning needs of their students. This definition asserts
professional development is not a one-shot but a long-term process of professional
reflection and growth. Nunan and Richards (1990) share the same idea when they
discuss about the long-lasting process of teacher development. It is also theorized
by Underhill (cited in Head & Taylor, 1997) that professional development was a
continuous process of transforming human potential into human performance, a
process that is never finished.

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In education systems, Teacher Professional Development is described as a process
embracing all activities that enhance professional career growth (Rogan & Grayson

2003; Tecle 2006) or as formal and informal experiences throughout the teacher‟s
career (Hargreaves & Fullan, 1992; Arends et al. 1998).
Fiorentino (2010) gives a more detailed definition of professional development as
follows:
Professional Development is an organized system for providing opportunities
for staff members to improve the skills and knowledge needed to effectively
teach students the curriculum, provide a supportive and nurturing environment,
understand and motivate students with varying needs, and successfully
communicate with parents and guardians. This system also offers opportunities
for all personnel to develop their capacities to perform specific job
responsibilities at optimal levels and provides for the development of
leadership skills. (p.11)

This definition reveals many tasks that the teachers have to undertake for their
professional development. It not only focuses on the career or the classroom
environment, but also on the other related activities such as improvement subjectmatter knowledge, understanding of learners, the relationship between teachers and
students, between teachers and parents and guardians, etc.
In her research in 2003, Duong pointed out the difference between the terms
“Teacher Development” and “Professional Development”. In her view, these two
terms are not necessarily the same. Professional development has a career focus
whereas teacher development has a classroom focus. However, in this thesis, they
are all used to refer to the professional activities teachers carry out to improve
classroom practices and develop their profession.
A teacher, according to his/her ability and interest, can choose for himself/herself a
suitable way to improve his/her profession. Richards and Farrell (2005) suggest that
the teachers should have short-term as well as long-term objectives for their
professional development. They also emphasize the responsibility of the schools

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and administrators is “to provide opportunities for continued professional education
and to encourage teachers to participate in them” (p.3).
2.1.2 The importance of Teacher Professional Development
Vietnam, in the integrated period to the world, pays special attention to the
importance of teaching and learning English. Training teachers with high
professional competence is the duty of great significance. However, the training
course itself, according to Pham‟s research (2001), is not the end of a career. After
the course there is still life and trainees must face reality at home. Hence, along with
teacher training, teacher development must be a vital component in teacher
education.
After university graduation, some language teachers seem to be complacent about
their hard-won positions, some do not have sufficient awareness of teacher
development or favorable conditions to improve their quality of teaching. As a
result, they are not as qualified as others who have an insight of the importance of
teacher development.
The importance of teachers and their competence in the teaching-learning process
has also been discussed by many scholars (Komba & Nkumbi, 2008; Mosha, 2004;
Rogan, 2004). It is believed that the teacher is the heart of classroom instruction
(Hawes 1979; Galabawa 2001). Teacher professional development provides
opportunities for teachers to explore new roles, develop new instructional
techniques, refine their practice and broaden themselves both as educators and as
individuals. Thus, according to Richards and Renandya (2002, p.385) “it is
imperative that professional growth become a top priority”.
Moreover, the process of professional development has a significant impact on
teacher‟s beliefs and practices and on the implementation of education reforms
(Young, 2001; Falk, 2001; Tatto, 1999). With regard to the effect of teachers‟
professional development on students‟ learning, Diaz-Maggioli (2003) supports the
fact that professional development has become increasingly important as a way to

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ensure that teachers succeed in matching their teaching goals with their students‟
learning needs.
In summary, the significance of professional development to teachers‟ classroom
practice and student learning has been affirmed by many educators and linguists.
PD is believed to be a common and necessary approach to improving not only
teacher quality but also student learning outcomes. It can be concluded that teachers
in the new paradigm should be active and capable. Their teaching needs to be
improved and developed in accordance with social changes, academic growth, and
the needs of the learners.
2.2 The Individual Development Plan as an effective tool for Professional
Development
2.2.1 Definitions of Individual Development Plan (IDP)
In the booklet called “Individual Development Plan User Guide” (2008) for NOAA
Corps Officers, IDP is thought of as a tool to help individuals reach career goals
within the context of organizational objectives. It is a developmental "action" plan
to move the individual from where they are to where they want to go. It provides the
systematic steps to build on strengths and overcome weaknesses as individuals
improve job performance and pursue career goals. It is also a tool for all teaching
staff regardless of status or performance.
Diaz-Maggioli (2003) makes a point to consider that IDP as “a structured series of
actions aimed at enhancing teacher performance”(p.8). This option is best suited for
professionals who do not have any major problems in their performance. It can also
help novice teachers and professionals at other stages of the career cycle improve
their teaching repertoire. Moreover, Reyna and Sims (1995) share the same idea to
assume that the IDP is a tool to help “facilitate career development and enhance the
quality of training” (p.1).
Rama Rao (2009) states that IDP focuses on the strengths and developmental areas

of an employee, it encourages the employee to look at ways to leverage his/her
strengths, document the same and write out action steps.

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Burmaster (2005) confirms that a professional development plan addresses the
needs of the individual educator by enhancing his or her knowledge and skills and
thus the quality of student learning. She emphasizes the professional development
plan as “part of a cycle of professional growth”.
An individual development plan, according to Wikipedia, the free encyclopedia, is
“a document completed by individual for the plan of self development over the next
period, usually one year”. This plan is then reviewed and discussed by supervision
to match the individual goals with company goals. Various options and approaches
to achieve the plan are also discussed. The plans can be reviewed to see to what
extent the goal is fulfilled and then what the new goals and plans are for the next
year.
The Higher Education Academy (2012) considered the IDP as a structured and
supported process undertaken by an individual to reflect upon their own learning,
performance and/or achievement and to plan for their personal, educational and
career development. The IDP embraces a range of approaches to learning that
connect planning (an individual's goals and intentions for learning or achievement),
doing (aligning actions to intentions), recording (thoughts, ideas, experiences, in
order to understand and evidence the process and results of learning) and reflection
(reviewing and evaluating experiences and the results of learning).
Jacobson (cited in Polh, 2010) recognizes that IDP should be used as a tool to
leverage employee strengths/talents and provide new skills and knowledge to help
employees perform better in their jobs.
Polh (2010) highlights the role of the supervisors in implementing IDP. He asserts
that IDP is a key element in the effective management and development of

employees. The core of the IDP is goal development, goal achievement and career
planning.
However, without a coaching relationship it is nearly impossible for employees
to establish personal and professional goals and steps to achieve them;
supervisor support is critical in this process. Coaching facilitates the IDP

10


process; with a good communication process and the utilization of best
coaching practices, it is possible to utilize the IDP to achieve effective
performance management and employee development (p.36).

In short, according to Burmaster (2005), the professional development plan should
include:
1. goal(s) and objectives
2. identified activities related to the professional development goal(s) with
evidence of application to the classroom or learning community;
3. a timeline for achieving the professional development goals with evidence
of annual review of the objectives and activities;
4. evidence of collaboration with others; and
5. an assessment plan that specifies indicators of professional growth and how
meeting the goal(s) will improve the educator‟s professional knowledge and
have an effect on student learning (p.11)
An IDP form from US Department of Commerce (2001) can be a good reference
(see Appendix 1, p.70)
2.2.2 Purposes of Individual Development Plan
Noro and Charlotte (2005) identify the purposes of the IDP, which are to assist
with:
(1) identifying professional goals and objectives;

(2) assessing an individual‟s skill set relative to their career goals;
(3) developing a plan to acquire the skills and competencies needed to achieve short
and long-term career objectives (p.1)

Additionally, IDPs are excellent tools that supervisors can use to develop and
motivate their staff (Jacobson, cited in Polh, 2010).
Rama Rao (2009) also shows some other purposes of having an IDP. He mentions
IDPs to provide direction to career development as they are not generic, but based
on assessment of areas for improvement given the employee‟s current role and
perhaps the immediate future role. Also, they are prepared jointly by the employees

11


and their managers. Hence, to realize the plans is a commitment on both sides. IDPs
normally state what competencies are attempted to be built or what gaps are aimed
to be closed and therefore, they help employees to build competence, confidence
and comfort with their roles.
In general, IDP gives people the opportunity to think about what they want to
achieve and makes them conscious about their goals either in the short or in the long
term. Through this process they can monitor their progress, keep themselves
motivated and gain a positive attitude towards a lifelong learning culture which
strives to improve their talents (Brodie, 2007).
2.2.3 Common PD tools/activities for teachers to employ in their IDP
Language teachers may find it beneficial to include various tools for professional
development in their individual development plan. Another alternative, which is the
focus of this thesis, is that they may set up their own individual development plan
that includes their favourite PD activities with clear goals and schedules.
Teachers need to be aware of which PD tools are the most appropriate for their
ability and their own context. These tools can be categorized into two groups. The

first can be practiced by individual teachers such as improving knowledge,
attending conference or workshop, doing action research, keeping diaries or
journals, designing an IDP and so on. The next can be practiced in collaboration
with colleagues, for example, class observation, mentoring, and team teaching.
2.2.3.1 IDP as a general personal professional development tools
IDP may act as a general professional development plan that includes a number of
professional development tools/activities teachers are interested in for their PD. The
following personal PD tools/activities may be among the IDP of a language teacher.
2.2.3.1.1 Knowledge
Knowledge plays an important role in the teachers‟ professional life. Today‟s
language teachers must master a variety of areas of knowledge as well as the skills
to apply their knowledge to practical situations. The teacher with the task to convey
the knowledge to the learners must be a knowledgeable person. It is the view of

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Shulman et al. (in Diaz-Maggioli, 2004) that the professional knowledge which the
language teachers should focus on consists of three types: content knowledge,
general pedagogical knowledge and contextual knowledge. The first type, content
knowledge, as defined by Day and Conklin (1992), is the knowledge of subject
matter such as syntax, semantics, phonology, pragmatics and so on. General
pedagogical knowledge refers to teaching methodology, generic teaching strategies
and classroom management. Gerges (2001) supports this, saying that pedagogical
knowledge can be understood as “the content, skills, and strategies required for
effective teaching”. Contextual knowledge is the kind of knowledge that mentions
to learning environment of the learners as well as the community.
2.2.3.1.2 Conference/Workshop
Workshops are one of the most common and useful forms of professional
development activities for teachers (Richards et al., 2001). According to Richards‟

definition (2005), a workshop is an intensive, short-term learning activity that is
designed to provide an opportunity to acquire specific knowledge and skills. It can
also provide opportunities for participants to examine their beliefs or perspectives
on teaching and learning, and use this process to reflect on their own teaching
practices. During these events, the teachers can consolidate, learn and share their
teaching experiences with the others. A well-conducted workshop can have a lasting
impact on its participants and workshops can plan a key role in achieving a school‟s
institutional goals as well as meeting some of the individual needs of its teachers.
2.2.3.1.3 Action research
Action research is the process by which teachers carefully examine their own
teaching practice. Mcniff et al., (1996) define action research as the way of doing
research to improve one‟s own profession. Diaz-Maggioli (2003) stresses that action
research is a powerful development tool for professionals who are exploring their
role as effectiveness. It can help teachers reflect their classroom practice, improve
teaching experiences, develop their research skills, and acquire growth in their
professions. Richard & Farrell (2005) analyses action research into two dimensions:

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