Bridging Growth: Exploring the Professional Development Needs of Pre-Service and In-Service TESOL Teachers during Placements

Abstract

Professional placements are integral to teacher education and serve as critical spaces for skill development and identity formation among both pre-service and in-service teachers. However, existing research has not fully examined how the evolving professional development needs of both pre-service and in-service foreign language teachers interact within placement contexts. As such, within a Teaching English to Speakers of Other Languages (TESOL) programme in China, this short communication presents preliminary findings that address this gap by exploring the professional development needs of teachers during placements. Using an exploratory qualitative design, the study involved 21 pre-service and 12 in-service TESOL teachers over an eight-week placement, with data collected through semi-structured interviews and reflection journals. Findings reveal that pre-service teachers require structured support in lesson planning, student engagement, and classroom management while also developing their linguistic proficiency and professional confidence. In-service teachers, in contrast, emphasise mentorship skills, balancing dual roles, and fostering collaborative relationships. Institutional support, including clear mentorship guidelines and structured professional development opportunities, emerged as a key factor in addressing these needs. This study highlights the reciprocal nature of professional growth during placements and underscores the importance of collaborative mentor-mentee dynamics. Using Cultural-Historical Activity Theory as a framework, the study calls for a more structured approach to TESOL education, which integrates mentorship training, emotional support, and institutional clarity.