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

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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.

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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

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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

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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

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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

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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

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