Effects of World Language Professional Learning on Teacher Practice and Wellness

• In Event: Reimagining Language Teaching: Wellness, Identity, & Equity in Professional Learning

Abstract

This mixed-methods study examined the effects of a weeklong summer residential professional learning (PL) institute for world language teachers (N=205) in 2023–24. Participants (N=225) completed surveys at the start, end, and six months post-program; 27 teachers joined focus groups. Surveys assessed changes in educator’s teaching practice and wellness, with measurements of burnout, self-efficacy, thriving, and use of the California World Language Standards-based Teaching Competency Assessment Tool (TCAT). Results showed consistent, significant gains in TCAT scores and positive short-term shifts in wellness and emotional resources. Focus groups highlighted enhanced understanding of teaching standards, pedagogical practices, teacher collaboration, and psychological wellness. Findings emphasize that effective PL should support content knowledge, pedagogy, and teacher wellness through strong professional and personal connections.

Authors

• Margaret Peterson, Stanford University

• Amado M. Padilla, Stanford University

• Xinjie Chen, Chinese University of Hong Kong

• Elizabeth Matchett, Stanford University

• Eduardo Rafael Munoz-Munoz, San José State University