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.

Presents models of TESOL teacher professional development from 15 countries Features current, innovative and effective continuing professional development activities Promotes teacher professional development in diverse English language teaching contexts

Autorentext

Andrzej Cirocki is an Associate Professor in English Language Education in the Department of Education at the University of York, UK. He is a Visiting Professor of TESOL at Universitas Negeri Surabaya in Indonesia, the President of the National Centre for ELT Materials Development in Indonesia, and a co-founder of TESOL Café Colombia. He teaches on modules such as TESOL Methods, Teaching and Learning Language, Evaluating TESOL Classroom, Curriculum Design, and Methodology of Teaching English for Academic Purposes. His professional interests include English-as-an-additional-language teacher education and professional development, reflective teaching, teacher autonomy, teacher self-efficacy, and teaching English as an additional language. In addition to his authorship of numerous publications, involvement in international research projects (e.g., Indonesia, Japan, Ecuador) and delivery of CPD courses for EFL/ESL teachers worldwide, he is also the editor-in-chief of The European Journal of Applied Linguistics and TEFL. Raichle Farrelly is an Associate Teaching Professor and Director of the TESOL Program for the Department of Linguistics at the University of Colorado Boulder, USA. She delivers courses on a range of topics, including language teaching methods, teaching L2 oral skills, pedagogical grammar, world language policy, the TESOL practicum, and introductory linguistics. Her professional interests include second language teacher education, reflective teaching, curriculum design, community-engaged learning, and teaching refugee-background adults. In addition to peer-reviewed articles and chapters, Raichle co-authored the book Fostering International Student Success in Higher Education, co-edited Educating Refugee-background Students: Critical Issues and Dynamic Contexts and co-edited the Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. She also co-founded Project Wezesha, an education-based non-profit that aims to increase access to education for young people in Western Tanzania. Heather Buchanan is an Associate Professor and Director of Postgraduate Taught Programmes at the University of York, UK, where she teaches on the MA TESOL. As an experienced teacher trainer on initial and in-service programmes, she is interested in how teachers at all levels develop, as well as what motivates them to engage in CPD. She is co-author of Navigate B1+ (Oxford University Press) and co-editor of the Routledge Handbook of Materials Development for Language Teaching. She also coordinates the IATEFL (International Association of Teachers of English as a Foreign Language) Materials Writing Special Interest Group, which allows her to combine her passions for teacher development, materials, and working with colleagues across the world. She has recently co-founded a new teacher development podcast series called ELT Lives, which presents an array of interviews with key English Language Teaching professionals about their experiences and influences.  

Inhalt
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.