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

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發(fā)表于 2025-3-21 17:30:43 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)Continuing Professional Development of TESOL Practitioners
副標(biāo)題A Global Landscape
編輯Andrzej Cirocki,Raichle Farrelly,Heather Buchanan
視頻videohttp://file.papertrans.cn/237/236966/236966.mp4
概述Presents models of TESOL teacher professional development from 15 countries.Features current, innovative and effective continuing professional development activities.Promotes teacher professional deve
叢書(shū)名稱(chēng)Springer Texts in Education
圖書(shū)封面Titlebook: Continuing Professional Development of TESOL Practitioners; A Global Landscape Andrzej Cirocki,Raichle Farrelly,Heather Buchanan Textbook 2
描述.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 CP
出版日期Textbook 2023
關(guān)鍵詞TESOL; Teacher Learning; Teacher Professional Growth; English Language Teacher Education; Continuing Pro
版次1
doihttps://doi.org/10.1007/978-3-031-42675-9
isbn_softcover978-3-031-42674-2
isbn_ebook978-3-031-42675-9Series ISSN 2366-7672 Series E-ISSN 2366-7680
issn_series 2366-7672
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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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
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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
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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
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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
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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
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