This study aims to investigate the attitudes of teachers at English for Specific Purposes (ESP) Department - University of Foreign Languages, Hue University (HUFL) towards teacher collaboration (TC) as a means to benefit their professional development. The data were collected through questionnaire and interview. Forty questionnaires were delivered to forty teachers of ESP department | Journal of Inquiry into Languages and Cultures ISSN 2525-2674 Vol 1, No 2, 2017 TEACHERS’ ATTITUDE TOWARDS TEACHER COLLABORATION FOR PROFESSIONAL DEVELOPMENT Duong Phuoc Quy Chau* University of Foreign Languages, Hue University Received: 12/03/2017; Revised: 19/04/2017; Accepted: 21/08/2017 Abstract: This study aims to investigate the attitudes of teachers at English for Specific Purposes (ESP) Department - University of Foreign Languages, Hue University (HUFL) towards teacher collaboration (TC) as a means to benefit their professional development. The data were collected through questionnaire and interview. Forty questionnaires were delivered to forty teachers of ESP department. Thirty-eight questionnaires were completed and returned to the author. Five teachers were invited to participate in in-depth interviews. The data collected from the questionnaires were processed quantitatively and presented in Tables and Figures, while information from the interviews was analyzed qualitatively. The findings from both quantitative and qualitative data have shown that most teachers at ESP department have positive attitudes towards teacher collaboration. Nearly all participants stated that TC was very necessary to teacher professional development and that teachers could benefit a lot from TC. Keywords: EFL teaching, professional development, teacher collaboration 1. Introduction In this era of integration and globalization, there have been numerous changes in many aspects of our society. Education is no exception. In order to reach the desired outcome from educational changes, teachers must employ appropriate strategies that can support their work. Consequently, teachers should consider professional development as a continuous process for their knowledge and practices. For example, Pham Hoa Hiep (2001) believes that “along with teacher training, teacher development must be a vital component in teacher education. Development fills the gap in training by giving teachers .
