標題: Titlebook: Continuing Professional Development of TESOL Practitioners; A Global Landscape Andrzej Cirocki,Raichle Farrelly,Heather Buchanan Textbook 2 [打印本頁] 作者: BREED 時間: 2025-3-21 17:30
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書目名稱Continuing Professional Development of TESOL Practitioners讀者反饋
書目名稱Continuing Professional Development of TESOL Practitioners讀者反饋學科排名
作者: 種族被根除 時間: 2025-3-21 22:41
EFL High School Teachers’ Continuing Professional Development: The Costa Rican Experienceces for EFL teachers vary depending on the teaching context, and some practices are still undeveloped. The aim of this chapter is to provide a glimpse of what CPD for EFL teachers looks like in Costa Rica by drawing attention to CPD practices implemented in secondary education. A description of some作者: hair-bulb 時間: 2025-3-22 02:21
Continuing Professional Development in the Foundation Program at a National University in the State guage teacher associations the world over support teachers through various CPD principles applied in workshops, as well as the effect of the workshops on their teaching approaches. In addition, English language programmes in various institutions may offer effective and sustainable opportunities for 作者: 細微的差異 時間: 2025-3-22 07:36
A Continuing Professional Development Programme for TESOL Teachers in South African Secondary Schoolage (EFAL) teachers’ professional competences in the South African secondary schooling context. There has been a call for more qualified and competent teachers to teach critical subjects such as English. English language is the medium of instruction in South African secondary schools. There are many作者: MAG 時間: 2025-3-22 09:26
Learning to Teach: The Continuing Professional Development Realities of English Language Teachers insuch 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作者: Panacea 時間: 2025-3-22 14:44 作者: Panacea 時間: 2025-3-22 17:17 作者: Dysarthria 時間: 2025-3-23 01:05 作者: committed 時間: 2025-3-23 03:14 作者: 欄桿 時間: 2025-3-23 07:40
Continuing Professional Development for TESOL Instructors Working in Canadian Settlement Language TrLINC) 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作者: 祝賀 時間: 2025-3-23 11:36 作者: Aesthete 時間: 2025-3-23 14:15 作者: Musket 時間: 2025-3-23 21:45 作者: 手工藝品 時間: 2025-3-24 00:02 作者: 芭蕾舞女演員 時間: 2025-3-24 05:23 作者: 情感 時間: 2025-3-24 06:54 作者: DALLY 時間: 2025-3-24 12:39
978-3-031-42674-2The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: wreathe 時間: 2025-3-24 18:38
Simon Kelly,Paul Johnston,Stacey Danheiserce of TESOL practitioner professional learning. Attributes of effective professional development and a principled approach to professional development of TESOL practitioners are explained. Evaluation and the sustainability of CPD programmes are also briefly discussed. The chapter closes with a brief作者: BROW 時間: 2025-3-24 19:27 作者: Anterior 時間: 2025-3-25 00:57
Vittorio Cipolla,Fabrizio Olivieroguage teacher associations the world over support teachers through various CPD principles applied in workshops, as well as the effect of the workshops on their teaching approaches. In addition, English language programmes in various institutions may offer effective and sustainable opportunities for 作者: POLYP 時間: 2025-3-25 06:38 作者: 證明無罪 時間: 2025-3-25 09:15
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作者: albuminuria 時間: 2025-3-25 12:11 作者: upstart 時間: 2025-3-25 19:44
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作者: 樸素 時間: 2025-3-25 21:30
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作者: Somber 時間: 2025-3-26 01:16 作者: 把手 時間: 2025-3-26 06:48
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作者: harpsichord 時間: 2025-3-26 11:09 作者: wreathe 時間: 2025-3-26 15:40
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作者: finite 時間: 2025-3-26 18:42 作者: formula 時間: 2025-3-26 21:01
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作者: cavity 時間: 2025-3-27 04:55
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作者: municipality 時間: 2025-3-27 07:02 作者: Surgeon 時間: 2025-3-27 11:52 作者: 考古學 時間: 2025-3-27 15:00
Springer Texts in Educationhttp://image.papertrans.cn/c/image/236966.jpg作者: Confidential 時間: 2025-3-27 19:15
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作者: 確保 時間: 2025-3-28 01:58
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.作者: 讓你明白 時間: 2025-3-28 04:18 作者: 驕傲 時間: 2025-3-28 08:32 作者: 全國性 時間: 2025-3-28 12:57
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.作者: albuminuria 時間: 2025-3-28 15:10
Continuing Professional Development in TESOL: Current Perspectives, 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.作者: Aesthete 時間: 2025-3-28 20:25
Continuing Professional Development in the Foundation Program at a National University in the State ching. 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作者: Physiatrist 時間: 2025-3-29 01:07
A Continuing Professional Development Programme for TESOL Teachers in South African Secondary Schoolers. Specifically, the chapter highlights the different professional development activities that EFAL teachers participate in to maintain and enhance their knowledge as a strategy for enhancing quality learning. Both the strengths and the weaknesses of this CPD programme are discussed. In conclusion作者: enmesh 時間: 2025-3-29 04:36 作者: electrolyte 時間: 2025-3-29 09:59
Professional Development for EFL Teacher Educators in Indonesiaeachers’ requirements and the syllabus than for commercial needs. Challenges on the part of the teacher educators occur in implementing those programmes, namely, complacency, lack of autonomy, reluctance to reflect, and workload. On the basis of the practices and the challenges, the future direction作者: 課程 時間: 2025-3-29 11:54 作者: 減去 時間: 2025-3-29 18:25
Continuing Professional Development for Primary School Teachers in Omant was taken up by the Ministry of Education and cascaded down around the country. This initiative led to a further project that involved teachers in reflectively developing materials. The final section examines the lessons we have learnt in our CPD teacher training and looks at possible future devel作者: 仔細閱讀 時間: 2025-3-29 21:36
The Sookmyung TESOL Intensive In-Service Teacher Training Program in South Korea such as writing and composing, critical thinking and media, as well as their skills in using technology in teaching; and (4) its focus on self-enrichment and emotional wellbeing?through yoga and self-improvement workshops. The programme was designed in this way in response to initiatives from the M作者: 省略 時間: 2025-3-30 00:49 作者: 套索 時間: 2025-3-30 07:36 作者: 媒介 時間: 2025-3-30 09:27
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作者: 糾纏,纏繞 時間: 2025-3-30 12:35 作者: 向前變橢圓 時間: 2025-3-30 19:34
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作者: Palatial 時間: 2025-3-30 21:05
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作者: 欄桿 時間: 2025-3-31 03:55
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 作者: Spina-Bifida 時間: 2025-3-31 06:11
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
