This year’s Teacher Development SIG forum at the JALT international conference in Tokyo was a success. As has been the pattern in the last few years, the forum followed a workshop format which allowed sessions to be interactive, guiding participants down a journey of development. Not only did our three workshop leaders engage participants with thought-provoking content, but the topics and tasks created a sense of pragmatic application.

For the first session on podcasting, Matthew Turner led us down a path of authentic practice wherein we learned that decision-making and speech choices about content and flow can deviate from what we initially intend. Moreover, a podcast roleplay interaction with participants showed how reasoning or argument might lead to critical topic points but often give way to personalities and idiosyncrasies – especially our own! Plenty of insights were gained, from authentic takes on podcasting planning to purposeful ways of managing the ebb and flow of discussion points.

For the second session, John Rucynski led us down a path of discovery about introversion. Participants got to hear and discuss teaching experiences related to introverted or extroverted personalities, as well as implications for teaching environments. Further, we learned that the fine line between what is labelled as introversion and what people actually claim as their own introverted qualities can be blurred. Though our work within EFL contexts may push us to become the ‘ideal’ teacher, if introverts welcome their introverted ways, it is possible to bring a power of balance. One’s introversion can become akin to the traditionally revered ‘extroverted one’, whether planned or not.

For the final session, Sajjad Pouromid introduced an important take on listening and listening assessment. Participants engaged in role plays using prompt cards to monitor and reflect on listenership behaviors such as body language, backchanneling, eye contact, and response timing. The session moved beyond listening as comprehension to highlight the communicative value of active listenership. Through a personal anecdote and group discussion, attention was drawn to the gap between what is valued in tests and what matters in real conversations. The session offered practical insights into raising awareness of listenership in language teaching and assessment.

Our 10-12 participants enjoyed an intimate development forum and each expressed the enjoyment and usefulness of the forum. We are looking forward to hearing your journey of development and seeing you soon!