Continuing Professional Development of TESOL Practitioners by Cirocki, Andrzej; Farrelly, Raichle; Buchanan, Heather;

Long description:

This textbook serves as a current and comprehensive resource on effective Continuing Professional Development (CPD) for TESOL practitioners in various contexts around the world at various stages in their careers. The practices described by language teachers, teacher educators and professional development providers in this book offer a vision of critical issues to consider when designing and evaluating professional development opportunities.

Effective professional development requires careful planning informed by the realities of the local context and the specific needs of the teachers. This textbook is designed to support those who provide professional development opportunities by presenting global perspectives on professional development for a range of teaching contexts at different language levels. Each chapter includes a discussion about the type and source of support available in the given context, as well as a reflection on the challenges that exist for both teachers and CPD providers. These insights serve to help CPD designers and providers as they problematize teacher development opportunities in their context. Each chapter concludes with a synthesis of the strengths of CPD in the local context and a discussion of future directions that target opportunities for transformation and improvement.

This volume celebrates teachers, teacher educators and CPD providers around the world. High-impact practices are presented from fifteen countries: Cameroon, Canada, Costa Rica, Indonesia, Kazakhstan, Malta, New Zealand, Norway, Oman, Qatar, South Africa, South Korea, Sri Lanka, Tanzania and the United States of America.

Table of Contents:

​SECTION 1: An Introduction to Continuing Professional Development in TESOL.- 1. Continuing Professional Development in TESOL: Current Perspectives.- SECTION 2: Continuing Professional Development Promoting Principled Teacher Learning.- 2. Disrupting the Theory-Practice Divide: Enhancing the Professional Development of EFL Teachers in Chile.- 3. Continuous Professional Development on Qatar University’s Foundation Programme.- 4. Understanding Continuing Development for TESOL Teachers in South African Secondary Schools.- SECTION 3: Continuing Professional Development for Teachers of Adult Migrant and Refugee-Background Learners.- 5. Continuing Professional Development for TESOL Instructors in Canadian Settlement Language Training Programmes in Alberta.- 6. Designing Continuing Professional Development: Currency and Effectiveness of CPD for Migrant Language Educators in the UK.- 7. Professionalizing English Instruction for Adult Immigrants and Refugees in the United States: One State’s Work in Teacher.- SECTION 4: Continuing Professional Development Promoting Teacher-Led Reflective Inquiry.- 8. Learning to Teach: The Continuing Professional Development Realities of English Language Teachers in Cameroon.- 9. Continuing Professional Development for English Lecturers in Indonesia.- 10. Continuing Professional Development of TESOL Teachers in New Zealand.- 11. Continuing Professional Development for English Teachers in Oman.- 12. Intensive In-service Teacher Training: An Example from South Korea.- SECTION 5: Continuing Professional Development Directed at Emerging Trends in ELT.- 13. Foreign Language Teaching in the Digital Age: Reverse-Mentoring in the Context of a Collaborative Continuing Professional Development Programme for Secondary School TESOL Teachers.- 14. Professional Development of CLIL Teachers in a Kazakhstani Upper-Secondary School: Practices and Challenges.- 15. Dominant Language Constellation in EAL Teachers’ Professional Development: Transforming Reflections into Practices in Multilingual Settings.- 16. Building a Robust Teacher Training with the Panama Bilingue Programme.- SECTION 6: Continuing Professional Development Evaluations to Promote Aspirational Models.- 17. The Implementation of a Continuing Professional Development Policy in the ELT Sector in Malta.- 18. Continuity in Outreach Teacher Development in Pakistan.- 19. Continuing Professional Development Provision in Sri Lanka: Past, Present and Future.- 20. English Language Teacher Training Practices in Tanzania.- 21. EFL Teachers’ Professional Learning in Vietnam: Policy, Practice and Innovations.- SECTION 7: Concluding Remarks on Continuing Professional Development in TESOL.- 22. Continuing Professional Development in TESOL: Global Trends and New Ways Forward.