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

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Reflective Practice in CPD for EAL Teachers in Norway: A DLC Approach DLC, DLC lesson plans and teaching materials, and DLC artefacts produced by students. By illustrating how the designed DLC activities promoted the EAL teachers’ reflection on their own multilingual identity, their beliefs, and practices in linguistically diverse classrooms, and how such a DLC-based

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The Implementation of a CPD Policy in the TESOL Sector in Maltat, the philosophy behind the formulation of the policy and the way it is operationalized merit evaluation. The chapter critically discusses this policy in light of the theoretical and empirical literature on professional development, and it proposes changes that can be made in order for the policy t

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CPD Provision for English Teachers in State Schools in Sri Lanka: Availability, Challenges and Effectiatives. We provide examples of good practice and highlight the key issues of CPD provision in the country. The chapter also looks at how reflective practice contributes to teacher professional development in this context. Finally, we discuss the recent advances in CPD in Sri Lanka, including onlin

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2366-7672 nd 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 CP978-3-031-42674-2978-3-031-42675-9Series ISSN 2366-7672 Series E-ISSN 2366-7680

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Vittorio Cipolla,Fabrizio Olivieroching. This chapter will therefore address the various activities aimed at enhancing the classroom skills of English language teachers on the Foundation Program of a national university in the State of Qatar. This will include activities promoted by the department through its Conference Organising C