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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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发表于 2025-3-21 17:30:43 | 显示全部楼层 |阅读模式
书目名称Continuing Professional Development of TESOL Practitioners
副标题A Global Landscape
编辑Andrzej Cirocki,Raichle Farrelly,Heather Buchanan
视频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
丛书名称Springer Texts in Education
图书封面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
关键词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
1 Front Matter
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2 ,Continuing Professional Development in TESOL: Current Perspectives, Andrzej Cirocki,Raichle Farrelly,Heather Buchanan
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3
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4 EFL High School Teachers’ Continuing Professional Development: The Costa Rican Experience Verónica García-Castro,Max Arias Segura
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5 Continuing Professional Development in the Foundation Program at a National University in the State Okon Effiong
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6 A Continuing Professional Development Programme for TESOL Teachers in South African Secondary School Nhlanhla Mpofu
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7
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8 Learning to Teach: The Continuing Professional Development Realities of English Language Teachers in Gladys Ngwi Focho
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9 Professional Development for EFL Teacher Educators in Indonesia Kusumarasdyati
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10 Continuing Professional Development for Teaching English as an Additional Language in New Zealand Pr Karen Ashton,Erin McKechnie
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11 Continuing Professional Development for Primary School Teachers in Oman Mohammed Al Ghafri,Donald Sargeant,Mark Wyatt
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12 The Sookmyung TESOL Intensive In-Service Teacher Training Program in South Korea Diane Rozells
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13
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14 Continuing Professional Development for TESOL Instructors Working in Canadian Settlement Language Tr Marilyn L. Abbott,Kent K. Lee
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15 Professional Development of CLIL Teachers in Kazakhstan: The Case of Nazarbayev Intellectual Upper-S Yeraly Baizhanov,Andrzej Cirocki
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16 Reflective Practice in CPD for EAL Teachers in Norway: A DLC Approach Yaqiong (Sue) Xu,Anna Krulatz
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17 Professionalizing English Instruction for Adult Immigrants and Refugees in the United States: One St Patsy Egan,Andrea Echelberger
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18
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19 The Implementation of a CPD Policy in the TESOL Sector in Malta Daniel Xerri
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20 CPD Provision for English Teachers in State Schools in Sri Lanka: Availability, Challenges and Effec Bimali Indrarathne,Lesley Dick
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发表于 2025-3-21 22:41:34 | 显示全部楼层
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
发表于 2025-3-22 02:21:49 | 显示全部楼层
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
发表于 2025-3-22 07:36:58 | 显示全部楼层
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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