Book Chapter Writing: A Developmental Endeavour for EFL Teachers

Hasbi, Muhamad (2026) Book Chapter Writing: A Developmental Endeavour for EFL Teachers. UNSPECIFIED.

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Abstract

Discussing book chapter writing as teacher professional development (TPD) matters because producing a chapter should not automatically be equated with professional development; its value depends on what teachers learn and how that learning reshapes practice and identity. Research on English language teacher educators emphasizes that professional development encompasses interconnected knowledge, roles, identities, and ongoing learning rather than isolated competencies (Ataş & Daloğlu, 2024). Flexible professional learning demonstrates the value of accessible, self-directed opportunities that respond to teachers’ immediate needs and contexts (Kohnke & Moorhouse, 2024). A practice-based view suggests that professional growth should be examined through what teachers do, how they interpret their practices, and why they seek to improve them (Vanassche, 2022). Recent Indonesian evidence shows that academic writing and publishing integrate reflection, scholarly participation, collaboration, mentorship, research skills, confidence, and professional identity development (Wahyuningsih et al., 2026), providing a basis for the practical guidelines presented in the following section.

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