Titlebook: Continuing Professional Development of TESOL Practitioners; A Global Landscape Andrzej Cirocki,Raichle Farrelly,Heather Buchanan Textbook 2

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Petr Svoboda,Helena Fulka,Radek Maliksuch as Cameroon. However, teachers working in these difficult circumstances constitute a large portion of the English-language-teaching landscape. They often leave training institutions with basic awareness of ELT procedures because CPD programmes on offer are limited in scope and provide inadequat

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Manikandan Pandiyan,Geetha Mani school teachers in New Zealand. The chapter starts by providing an overview of the broader EAL teaching context in New Zealand, followed by a discussion of professional learning, which is one of the six teaching standards set by the New Zealand Teachers Council (Education Council in Our code, our s

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Astronomy from a Video Perspective,t outlines in brief how CPD in Oman developed along with the great expansion in the educational system following reforms in the 1990s. The second part examines the goals, policies and standards regarding CPD and the top-down and bottom-up processes in Oman. In the third section, we examine the outco

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Valentina Barcucci,Lea Zanola,Michael AxmannLINC) programme in the province of Alberta, Canada. After setting the context, we review relevant literature on CPD in adult TESOL contexts, outline the provincial and national CPD activities available to LINC instructors and discuss the challenges associated with participating in CPD. Most of the a

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Nonthalee Prontadavit,Sirilak Hanvatananukuleel insufficiently prepared to work with linguistically diverse learners. Consequently, there have been calls for more focus on diversity and multilingualism in teachers’ continuing professional development (CPD). This chapter presents a CPD project that utilized Farrell’s framework for reflecting o

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