CPD for managers
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Edited by Simon Borg
This collection is drawn from papers and presentations at the Ideals and Realities: Continuing Professional Development for Preparatory Year Instructors conference in Hacettepe University, Ankara, in 2014. The eight case studies in this volume describe how CPD has been managed in different institutional contexts in Turkey.
This report is an attempt to set out a global view of English Medium Instruction today. It is a bird's eye view or a snapshot of the views and issues involved when implementing EMI. The report is based on a recent worldwide survey conducted with British Council staff acting as informed respondents and covers 55 countries; countries which are promoting, resisting or sometimes even reversing EMI in schools and universities.
In this webinar we discuss teacher-research (TR), providing practical examples from our experiences of guiding teachers in different settings. We show how TR moves from identification of an important issue to formulation of research questions, to clarification of relevant research methods and reflection on the information gained.
This webinar explores how to use the British Council's extensive resource bank of recorded talks and seminars for practical Continuing Professioanl Development and teacher training.
This webinar explores what trainers can do to make sure teacher development, whether face-to-face or online, can keep on sparking inspiration and enabling appropriate, practical change. Five principles are suggested which CPD providers can bear in mind to ensure their sessions are relevant, understandable, retrievable, sustainable, productive and always respectful of the participants.
In this last article in the series promoting the latest British Council publication, ‘Innovations in the continuing professional development of English language teachers’ we hear from Isabela Villas Boas who talks about her own experience of continuing professional development through contributing to the book.
This is the seventh article in our series which presents extracts from the British Council publication, ‘Innovations in the continuing professional development of English language teachers’. Here the authors, J Gulyamova, S Irgasheva and R Bolitho, illustrate the impact of CPD on learners as well as teachers.
This is the sixth article in our series which presents extracts from the British Council publication, ‘Innovations in the continuing professional development of English language teachers’. Here the authors, A Padwad and K Dixit, outline practical issues they discovered during their innovative think tank project.
This is the fifth article in our series which presents extracts from the British Council publication, ‘Innovations in the continuing professional development of English language teachers’. Here the authors, R Smith, T Connelly and P Rebolledo, explore teacher-research as continuing professional development.
This is the fourth article in our series which presents extracts from the British Council publication, ‘Innovations in the continuing professional development of English language teachers’. Here the author, Russell Stannard, looks at potential barriers to CPD and suggests technology might be one answer.
This talk explores the need to move on from ineffective one-size-fits-all models of in-service teacher training, presents evidence-based findings about the features of continuous professional development activities that make a difference, and focuses on two CPD approaches that put teachers in the driving seat of their development.
This is the third article in our series which presents extracts from the British Council publication, ‘Innovations in the continuing professional development of English language teachers’. Here the author, Ann Wiseman, revisits teachers from a CPD programme that took place 12 years before, to discover if CPD changes lives.
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What is CPD? How can we create a culture of development in your school – this talk will look at how to establish a culture of CPD in your school, how to support your teachers’ learning goals and how to tailor the CPD programme to your teachers’ needs.
This 54-page booklet comprises a collection of papers with contributions from leading researchers on global citizenship in language education in several corners of the globe. It provides not only sound theoretical frameworks for investigation but also practical findings for application in diverse segments of ELT, ranging from university environments to public schools and from EFL to ESL contexts.
'Going forward: Managing the Continuing Professional Development of English Language Teachers' provides information and guidance on how to develop a culture and system of continuing professional development in your learning centre.
Here is a resource to help you record and plan your different professional development activities.
This study, by Dr Simon Borg of the University of Leeds, assesses the impact that studying English has on students’ lives.
Dyslexic language learners have been long neglected in the field of language teaching despite the fact they constitute about ten percent of the student population. This webinar shares practical ideas from the award-winning DysTEFL project.
The purpose of this webinar is to raise participants’ awareness of the steps and constraints in setting up online Communities of Practice for EFL teachers.
This book is about the role of language in the integration of migrants. The writers of the chapters are all engaged in the education of migrants as teachers, researchers or policy makers in a wide variety of contexts and they provide us with a rich and thought-provoking array of perspectives from teachers and learners on language issues in migration and integration.
These excerpts were recorded at George Pickering's British Council Seminar held in London in spring 2009.
English proficiency levels in Brazil are still very low, with only around 5% of Brazilians stating they have some knowledge of English. How can effective English teaching be implemented to reach the emerging middle classes? What are the aims and expectations of these learners? This report answers these questions and explores the specific needs of different groups. It is relevant to teachers, school managers, academics and policy makers interested in the teaching of English in Brazil.
Edited by Richard Johnstone
This report is a direct result of the first English Bilingual Education symposium held in Jakarta in June 2009 as part of the British Council Access English project. Set against global and regional contexts, the individual reports provide detailed insights into the policy, planning and implementation of programmes in four countries which require children to learn through more than one language.