Continuing Professional Development of TESOL Practitioners: A Global Landscape (Springer Texts in Education)

✍ Scribed by Andrzej Cirocki (editor), Raichle Farrelly (editor), Heather Buchanan (editor)

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 415
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

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
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
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
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
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
5.3 Current Support, Provision and Challenges
5.3.1 Rationale for CPD
5.3.2 Regional Pedagogic Inspectors
5.3.3 The Principal as Instructional Supervisor
5.3.4 Heads of Departments of English
5.3.5 CAMELTA (Cameroon English Language and Literature Teachers’ Association)
5.4 Effective Practices in Operation
5.4.1 Action Research with the CAMELTA Research Group
5.4.2 Seminars and Conferences
5.4.3 Post-Observation Feedback
5.4.4 CAMELTA WhatsApp Chat Forum
5.4.5 Personal CPD Efforts by Teachers
5.5 Lessons Learnt and Ways Forward
5.5.1 The Government Sector
5.5.2 Teacher Associations
5.5.3 Reflective Practice
5.6 Conclusion
References
6 Professional Development for EFL Teacher Educators in Indonesia
6.1 Introduction
6.2 Continuing Professional Development: Goals, Policies and Standards
6.3 Current Support, Provision and Challenges
6.4 Effective Practices in Operation
6.4.1 Conducting Research
6.4.2 Developing Instructional Materials
6.5 Lessons Learnt and Ways Forward
6.6 Conclusion
References
7 Continuing Professional Development for Teaching English as an Additional Language in New Zealand Primary Schools
7.1 Introduction
7.1.1 A Change in Demographics
7.1.2 Teaching of EAL Students
7.2 Continuing Professional Development: Goals, Policies and Standards
7.2.1 Teaching Qualifications
7.2.2 Teaching Standards
7.2.3 A Focus on Inquiry
7.3 Current Support, Provision and Challenges
7.3.1 Self-Access
7.3.2 Professional Learning Communities
7.3.3 Team Approach to Language Learning (TALL)
7.3.4 School Initiated CPD
7.3.5 Formal Credit-Bearing CPD
7.3.6 Challenges in Accessing CPD
7.4 Effective Practices in Operation
7.4.1 Formal Credit-Bearing CPD: Professional Learning Community
7.4.2 School Initiated CPD
7.5 Lessons Learnt and Ways Forward
7.5.1 Strengths of Current CPD
7.5.2 Future Directions for CPD
7.6 Conclusion
Appendix
References
8 Continuing Professional Development for Primary School Teachers in Oman
8.1 Introduction
8.2 Continuing Professional Development: Goals, Policies and Standards
8.3 Current Support, Provision and Challenges
8.4 Effective Practices in Operation
8.4.1 Promoting Cooperative Learning
8.4.2 Preparing Practitioners to Develop Print Literacy
8.5 Lessons Learnt and Ways Forward
8.6 Conclusion
Appendix: Role Play Cards
References
9 The Sookmyung TESOL Intensive In-Service Teacher Training Program in South Korea
9.1 Introduction
9.2 Continuing Professional Development: Goals, Policies and Standards
9.2.1 Concept of Teacher CPD
9.2.2 CPD in South Korea
9.3 Current Support, Provision and Challenges
9.3.1 English Teacher CPD Provision in Korea
9.3.2 The Intensive In-Service Teacher Training Program
9.3.3 Challenges
9.4 Effective Practices in Operation
9.4.1 Overview of the Sookmyung IIETTP
9.4.2 Programme Design
9.4.3 Role of Professors and Their Teaching Philosophy
9.4.4 Overseas Teaching Practicum
9.4.5 Action Research
9.5 Lessons Learnt and Ways Forward
9.6 Conclusion
References
Part IIIContinuing Professional Development Fostering Growing Trends in English Language Teaching
10 Continuing Professional Development for TESOL Instructors Working in Canadian Settlement Language Training Programmes in Alberta
10.1 Introduction
10.2 Continuing Professional Development: Goals, Policies and Standards
10.3 Current Support, Provision and Challenges
10.3.1 CPD Opportunities in LINC
10.3.2 Challenges and Issues Associated with CPD in LINC
10.4 Effective Practices in Operation
10.4.1 Professional Journal Clubs/Reading Groups
10.5 Lessons Learnt and Ways Forward
10.6 Conclusion
Appendix 1
Appendix 2
References
11 Professional Development of CLIL Teachers in Kazakhstan: The Case of Nazarbayev Intellectual Upper-Secondary Schools
11.1 Introduction
11.2 Continuing Professional Development: Goals, Policies and Standards
11.3 Current Support, Provision and Challenges
11.3.1 National and International CPD Providers
11.3.2 Current CPD Provision
11.4 Effective Practices in Operation
11.4.1 Personalized Professional Development Trajectory Scheme
11.4.2 Action Research and Lesson Study Courses
11.4.3 Curriculum Mapping
11.5 Lessons Learnt and Ways Forward
11.6 Conclusion
Appendix 1
Appendix 2
Appendix 3
References
12 Reflective Practice in CPD for EAL Teachers in Norway: A DLC Approach
12.1 Introduction
12.2 Continuing Professional Development: Goals, Policies and Standards
12.2.1 Key Official Mandates for CPD in Norway
12.2.2 Recent Changes in the National Curricula in Norway
12.3 Current Support, Provision and Challenges
12.3.1 Current Support, Provision and Opportunities
12.3.2 Challenges
12.4 Effective Practices in Operation
12.4.1 Background for the Current CPD
12.4.2 Navigating the Framework of Reflective Practice: A DLC Approach
12.4.3 Delivering the DLC-Based CPD Project: Reflection as Practice
12.5 Lessons Learnt and Ways Forward
12.6 Conclusion
Appendix 1
Appendix 2
Appendix 3
References
13 Professionalizing English Instruction for Adult Immigrants and Refugees in the United States: One State’s Work in Teacher Development
13.1 Introduction
13.2 Continuing Professional Development in Minnesota Adult Education: Goals, Policies and Standards
13.3 Current Support, Provision and Challenges in Minnesota Adult Education
13.3.1 Collaboration
13.3.2 Leadership Development
13.3.3 Integration of Language and Content
13.4 Effective Practices in Operation: Minnesota’s Adult Education Professional Learning Opportunities
13.4.1 Collaboration Example: Language and Literacy Advisory Team (LLATé)
13.4.2 Leadership Development Example: Pronunciation Study Circle
13.4.3 Integration Example: College and Career Readiness Standards Implementation Cohort
13.5 Lessons Learnt and Ways Forward
13.6 Conclusion
References
Part IVContinuing Professional Development Evaluations to Promote Aspirational Models
14 The Implementation of a CPD Policy in the TESOL Sector in Malta
14.1 Introduction
14.2 Continuing Professional Development: Goals, Policies and Standards
14.3 Current Support, Provision and Challenges
14.4 Effective Practices in Operation
14.5 Lessons Learnt and Ways Forward
14.6 Conclusion
References
15 CPD Provision for English Teachers in State Schools in Sri Lanka: Availability, Challenges and Effective Practices
15.1 Introduction
15.1.1 Background to English Language Teaching at Secondary Level in State Schools in Sri Lanka
15.1.2 Pre-Service Teacher Training
15.2 Continuing Professional Development for In-Service Teachers: Goals, Policies and Standards
15.3 Current Support, Provision and Challenges
15.3.1 Long-Term Courses
15.3.2 Short-Term Courses
15.3.3 Challenges in Current CPD Provision
15.4 Effective Practices in Operation
15.4.1 Institutionalizing CPD Provision
15.4.2 The CBB Project (2005–2020)
15.4.3 The iTESL Project (2017-Ongoing)
15.4.4 Raising Awareness of English Language Teacher Educators/Teachers in Sri Lanka on Dyslexia (2017)
15.5 Lessons Learnt and Ways Forward
15.6 Conclusion
Appendix 1
Appendix 2
Appendix 3
References
16 Continuing Professional Development in Tanzania: Best Practices and Challenges
16.1 Introduction
16.2 Continuing Professional Development: Goals, Policies and Standards
16.2.1 Goals
16.2.2 Policies and Standards
16.3 Current Support, Provision and Challenges
16.3.1 Support and Provision
16.3.2 Challenges
16.4 Effective Practices in Operation
16.4.1 Workshops
16.4.2 Conferences
16.4.3 Communities of Practice
16.4.4 Peer Coaching
16.4.5 Online Courses
16.5 Lessons Learnt and Ways Forward
16.5.1 Strengths
16.5.2 Advancing CPD
16.6 Conclusion
References
Part VConclusion
17 Concluding Remarks on Continuing Professional Development in TESOL
17.1 Introduction
17.2 Application of CPD Principles
17.3 Innovations and Limitations in Global CPD Contexts
17.3.1 Innovations
17.3.2 Limitations
17.4 Recommendations for Enhanced Practice in CPD
17.5 Questions for Discussion and Reflection
17.6 Conclusion
References