| Description |
1 online resource (xv, 411 pages) : illustrations (some color) |
| Series |
Springer texts in education |
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Springer texts in education.
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| Contents |
Intro -- Acknowledgements -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- 1 Continuing Professional Development in TESOL: Current Perspectives -- 1.1 Introduction -- 1.2 CPD: Definitions, Objectives and Attributes -- 1.3 A Principled Approach to CPD -- 1.4 Evaluation and Sustainability of CPD -- 1.5 The Present Book: Purpose, Structure and Readership -- 1.5.1 The Purpose and Rationale for This Book -- 1.5.2 The Themes and Structure of This Book -- 1.5.3 Who Is This Book for? -- References |
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Part IContinuing Professional Development Supporting Principled Teacher Learning -- 2 EFL High School Teachers' Continuing Professional Development: The Costa Rican Experience -- 2.1 Introduction -- 2.2 Continuing Professional Development: Goals, Policies and Standards -- 2.2.1 Goals, Policies and Standards -- 2.3 Current Support, Provision and Challenges -- 2.3.1 Support and Provision -- 2.4 Effective Practices in Operation -- 2.4.1 Practices Implemented by the Ministry of Public Education -- 2.4.2 Practices Implemented by COLYPRO -- 2.4.3 Practices Implemented by the University Sector |
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2.5 Lessons Learnt and Ways Forward -- 2.6 Conclusion -- Appendix 1 -- References -- 3 Continuing Professional Development in the Foundation Program at a National University in the State of Qatar -- 3.1 Introduction -- 3.2 Continuing Professional Development: Goals, Policies and Standards -- 3.3 Current Support, Provision and Challenges -- 3.3.1 Academic Excellence and Professional Development Committee -- 3.3.2 The Outreach Program -- 3.3.3 Conference Attendance -- 3.3.4 Hosting International ELT Conferences -- 3.4 Effective Practices in Operation -- 3.4.1 Reflective Practice and CPD |
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3.5 Lessons Learnt and Ways Forward -- 3.6 Conclusion -- References -- 4 A Continuing Professional Development Programme for TESOL Teachers in South African Secondary Schools -- 4.1 Introduction -- 4.2 Continuing Professional Development: Goals, Policies and Standards -- 4.3 Current Support, Provision and Challenges -- 4.4 Effective Practices in Operation -- 4.4.1 Type 1: Teacher-Initiated Professional Development Activities -- 4.4.2 Type 2: School Initiated Professional Development Activities -- 4.4.3 Type 3: Employer and Provider-Led Professional Development Activities |
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4.4.4 Reflection Inquiry in the South African CPD Programme -- 4.5 Lessons Learnt and Ways Forward -- 4.6 Conclusion -- Appendix 1 -- Appendix 2 -- Appendix 3 -- References -- Part IIContinuing Professional Development to Cultivate Practitioner-Led Reflective Inquiry -- 5 Learning to Teach: The Continuing Professional Development Realities of English Language Teachers in Cameroon -- 5.1 Introduction -- 5.2 Continuing Professional Development: Goals, Policies and Standards -- 5.2.1 The Concept of CPD -- 5.2.2 Reflective Practice as a CPD Goal in Cameroon -- 5.2.3 CPD Policies in Cameroon |
| Summary |
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 |
| Notes |
Online resource; title from PDF title page (SpringerLink, viewed December 14, 2023) |
| Subject |
English teachers -- Training of.
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English language -- Study and teaching -- Foreign speakers.
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English language -- Study and teaching -- Foreign speakers.
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English teachers -- Training of.
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| Genre/Form |
Electronic books
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| Form |
Electronic book
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| Author |
Cirocki, Andrzej, editor.
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Farrelly, Raichle, editor.
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Buchanan, Heather, editor
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| ISBN |
9783031426759 |
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3031426754 |
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