K-12 world language teachers’ use of conferences as professional development

Abstract

This study investigates 12 world language teachers’ use of language teaching conferences as professional development (PD). Participants varied in languages taught, years of experience, and location in the US. Teachers were interviewed twice, once shortly after conference attendance and again at the end of the subsequent school year. Findings relate to perceived gains from active learning experiences such as observing lessons, being a language student, and coaching; collaboration and community for moral support and pedagogical changes; and the need to contend with overwhelm from the quantity of ideas presented. Implications for research, teacher education, and conference design are noted.