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For novice and expert English language teaching professionals alike, it is important to understand the dynamic complexity of the context in which we work to intentionally and strategically forge a relevant and personally meaningful, continuing professional development path. English language teaching has long outgrown a “one-size-fi ts-all” continuing professional development model. Rather, the context in which we teach infl uences the knowledge and skills we need to develop and maintain as we move through our careers. This, in turn, drives the strategic choices we make for our continuing professional development. However, what does context in English language teaching actually mean, and how do we unpack its elements to locate ourselves within it? Using a proposed model of nested complex dynamic systems, we can fi rst locate ourselves within a broad socioeconomic, complex dynamic system created by the ongoing interaction of a society’s economy, politics, history, geography, technology, culture, language, and education. We can then locate ourselves within multiple complex dynamic systems in the professional, program, and classroom contexts that give shape to and, at times, constrain our agency. Finally, we can consider ourselves, English language teachers, as complex dynamic systems. Each of us is the unique creation of our interacting education and training, professional experience, and self. This complex dynamic systems model can be used to guide teachers, administrators, and funders to intentionally and strategically select, design, or support continuing professional development, leading to teachers’ building knowledge and practice for ongoing success in a rapidly evolving profession.

Locating Continuing Professional Development within a Proposed Complex Dynamic Systems Model for Today's English Language Teaching Profession