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The current study investigates the feasibility of implementing EFL teachers' Individual Development Planning at Iranian public schools. It further explores the underlying reasons for the (imp) possibility of practicing this program and seeks the teachers' suggestions to improve the schools' condition. To this end, data were collected from 180 EFL teachers using a researcher-made questionnaire and a follow-up semi-structured interview. The results of one-sample t-tests revealed a slight possibility following the interviews which indicated 14 underlying reasons for the insufficient grounds at public schools. Participating teachers also argued that equipping a room with necessary technological tools, allocating monetary resources, assigning specific teachers time to practice IDP, taking advantage of head teachers, changing the school administration delegation, and performing advocating cultural acts can provide a ground for IDP implementation. The findings demonstrate the necessity of creating changes by policymakers, school principals, and EFL teachers so that they can all benefit from this program.

The current study investigates the feasibility of implementing EFL teachers' Individual Development Planning at Iranian public schools. It further explores the underlying reasons for the (imp) possibility of practicing this program and seeks the teachers' suggestions to improve the schools' condition. To this end, data were collected from 180 EFL teachers using a researcher-made questionnaire and a follow-up semi-structured interview. The results of one-sample t-tests revealed a slight possibility following the interviews which indicated 14 underlying reasons for the insufficient grounds at public schools. Participating teachers also argued that equipping a room with necessary technological tools, allocating monetary resources, assigning specific teachers time to practice IDP, taking advantage of head teachers, changing the school administration delegation, and performing advocating cultural acts can provide a ground for IDP implementation. The findings demonstrate the necessity of creating changes by policymakers, school principals, and EFL teachers so that they can all benefit from this program. [ABSTRACT FROM AUTHOR]

This paper presents a study of the experiences of a group of teacher educators during the 2006-2007 academic year, when they participated in a project to try out and implement digital individual development planning (which in Swedish is digital 'Individuella Utvecklings-Planer' or IUP) in a teacher education faculty at a Swedish university. The project group consisted of seven female teacher educators and three colleague mentors. They shared their experiences of the project and how they viewed their roles in the implementation process through individual narrative interviews. In order to illuminate how the attributes of digital IUP were perceived and how these attributes were communicated within the faculty, the data were analysed in the light of Rogers' (2003) diffusion of innovation theory. Furthermore, concepts of symbolic capital from Bourdieu (1984) were used in analysing the teacher educators' positions as change agents. The article presents a discussion of the circumstances in which digital IUP promotes reflective dialogue. Furthermore, it illuminates the change process and the participants as change agents from a power relations perspective, highlighting communication and shared pedagogical visions. [ABSTRACT FROM AUTHOR]