Spotlight Speaker Announcement: Dr Edsoulla Chung, Hong Kong Metropolitan University, Hong Kong

Dr Edsoulla Chung of Hong Kong Metropolitan University, Hong Kong, has been announced as the first Spotlight Speaker at The 13th Asian Conference on Education (ACE2021), with her presentation titled “Eleven Factors Contributing to the Effectiveness of Dialogic Reflection for Professional Development: The Teacher’s Perspective”.

Presentations are given Spotlight status when they are decided by the Organising Committee to have wide appeal and are of particular interest to academics within the field of education.

To participate in ACE2021 as an audience member, please register for the conference.

The presentation will also be available for IAFOR Members to view online. To find out more, please visit the IAFOR Membership page.

IAFOR Journal of Education (Scopus Indexed Journal)

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education.


Eleven Factors Contributing to the Effectiveness of Dialogic Reflection for Professional Development: The Teacher’s Perspective

How teacher development can be promoted has been a fundamental concern within educational research. While researchers have repeatedly highlighted the use of dialogue as an effective means of fostering learning, little investigation has been conducted to explicate the role of dialogic reflection in teacher development and how it can be incorporated into a professional programme to ensure the programme’s effectiveness from the teacher’s perspective. Accordingly, this presentation reports the results of a qualitative study conducted in an Asian context, exploring, based on teachers’ perceptions, the role of dialogic reflection in fostering professional growth and the essential determinants contributing to its effective implementation. With the analysis of semi-structured interviews and reflective journal entries gathered from four in-service English language teachers involved in a programme fostering professional development through dialogic reflection, the study’s findings revealed that dialogic reflection was deemed useful in promoting collective scaffolding among teachers. More importantly, eleven factors that support teacher development through dialogic reflection, focusing on four key areas, namely multiple pathways to quality reflection, teachers’ dialogic qualities, conditions conducive to dialogic reflection, and kinds of institutional support, were identified. Implications for professional development and suggestions on future research are discussed.

Speaker Profile

Dr Edsoulla Chung

Hong Kong Metropolitan University, Hong Kong

Dr Edsoulla Chung, Hong Kong Metropolitan University, Hong KongEdsoulla is an Assistant Professor in the School of Education and Languages at Hong Kong Metropolitan University. Prior to the completion of her doctorate in Second Language Education at the University of Cambridge as a Cambridge Trust Scholar, she taught English courses for academic and specific purposes in the English Language Teaching Unit (ELTU) of the Chinese University of Hong Kong, where she received a Faculty of Arts Outstanding Teaching Award in 2013 and an ELTU Exemplary Teaching Award for three consecutive years. Edsoulla’s main research interests lie in second language acquisition, professional development for teachers, and vocabulary input and treatment. Her recent publications have appeared in Language, Culture and Social Interaction, The Asia-Pacific Education Researcher, and System. To find out more, visit

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