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

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https://doi.org/10.1007/978-3-319-48027-5d skills. While traditionally CPD has consisted primarily of a trainer-to-trainee dynamic, other forms of professional development that entail a higher degree of autonomy and collaboration on the part of teachers have become very popular. Even though these forms of CPD are equally—if not more—benefi

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https://doi.org/10.1007/978-3-319-48027-5e at a lower level than expected (Shepherd & Ainsworth, 2018). Recent studies highlight that teachers’ lower proficiency in English in the mainstream school system (Allan & Mackenzie, 2019), lack of practical approach in pre-service teacher training (Kennett, 2018), and issues in the curriculum, tex

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Springer Texts in Educationhttp://image.papertrans.cn/c/image/236966.jpg

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2366-7672 al development activities.Promotes teacher professional deve.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

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Simon Kelly,Paul Johnston,Stacey Danheiser of TESOL practitioners are explained. Evaluation and the sustainability of CPD programmes are also briefly discussed. The chapter closes with a brief explanation of the purpose, structure and readership of the book.

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EFL High School Teachers’ Continuing Professional Development: The Costa Rican Experiencechers in Costa Rica and puts forward ideas to build national coordination among CPD providers. It concludes with priorities for future CPD practices to enhance the CPD training EFL teachers receive in Costa Rica.