Collective Agency as a Foundation for Professional Development of EFL Teachers

This conceptual paper presents a model that explains collective agency as a practical foundation for the professional development of EFL teachers. It argues that language teachers develop more steadily when professional learning grows out of shared inquiry, reflective dialogue, and coordinated classroom action, rather than from occasional training alone. Drawing on social cognitive theory, professional learning community research, communities of practice, relational agency, and language teacher development studies, the paper shows how collaborative school culture can support trust, shared goals, collective efficacy, and continuing teacher learning. The model separates collective agency from routine cooperation by emphasizing purposeful joint action for improving instruction. It contributes to collaborative language teacher education by showing how EFL teachers can work as co-constructors of professional knowledge and active participants in school-based development.

کلیدواژه ها:

collective agency ، EFL teachers ، professional development ، collaborative school culture ، professional learning communities ، language teacher education