I just found a reference on researchgate that might help you answer this question. It is termed "professional development for language teachers." The link is:

https://www.researchgate.net/publication/249251998_Professional_Development_for_Language_Teachers

I don't have access to the publication, but the title suggests it might provide an answer to your question. You can contact the authors via researchgate and they might be able to send you the article.

Article Professional Development for Language Teachers

Thank you Rainer. I really appreciate it.

 As  a  highly  sophisticated  construct,  identity  comes  into  being  as  a  result  of  cultural  practices  in  the  society  and  social  and  individual  interactions  in  larger  contexts  throughout life. Identity   development   is   a   process   that   starts   with   childhood  and  continues  in  adolescence  with  following  stages  of  development.  It  includes  individuals’  self-description,    self-positioning,    self-assessment    and    self-guidance. Discourse analysis,  which  is  one  of  the  qualitative  techniques,  considers discourse within the context it is produced. It is a  method  that  examines  language  production,  communication,   sense-making,   interpretation   and   spread   with  social  and  psychological  points  of  views. Don’t criticize any religion or religious belief if such criticism is not important to the course material. When it is, use a tone and choice of words that show respect for those who hold those beliefs or practice that religion. Emphasize dialogue and collaborative thinking. Passion for teaching.

Professional development entails moving along the route of ethical philosophy in the existentialism school of thought(Seeing humans as Feeling, thinking and acting being). A female Philosopher said people will forget what you say or do to them but they will never forget how you make them feel. What a worker may likely become in his profession in the future, he/she feels, then think of how to achieve it and finally act to achieve it(Existentialism). In regards to language teachers they should feel, think and act to speak fluently with good, correct and commendable ascent. They should also try not to hurt the feelings of their students and make the students feel, think and act that they can achieve language competency, fluency and lovable ascent.

Best Regards

Babalola Victor Tubosun

I would say that efficacy has much to do with teacher's reactions/responses to professional development.  There is much literature on efficacy, all the way from the early Rand Corporation studies (Rotter, 1966) to Dembo, et. al (1984) to Bandura (1993) to Hoy, Woolfolk Hoy, M. T-Moran, and McMaster, more recently.  These are exceedingly good references.  Most of these people are on Research Gate, and their publications can be accessed.  In our experience, personal efficacy, or that feeling that teachers have more like confidence in their own ability, and professional efficacy, developed over the course of a teaching career are very important.

Cultural awareness and a desire to research how the Other lives, in terms of sameness for common humanity and difference for uniqueness.