English language teachers at tertiary level in India, especially in private institutions are challenged by many impediments in their professional development endeavours. Challenges usually surge from the institutional expectations and the professional demands. This paper in the form of an ethnographic study presents the case of an English teacher who rediscovered her positive beliefs and revised and redesigned her teaching and professional development plans owing to a non-formal feedback she obtained from her students. The study documents how non-formal feedback from learners initiate various reflective practices and how it contributes to the designing of a plan for continuing professional development.
Keywords: CPD, non-formal learner-feedback, reflection, reflective practice, teacher diaries