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CPD for teacher trainers
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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.
This is the second in a series of articles which presents extracts from the British Council publication, ‘Innovations in the continuing professional development of English language teachers’. Here, the authors discuss who the stakeholders in continuing professional development might be and who is responsible for CPD.
In this talk Rod Bolitho offers a comprehensive view of what constitutes CPD, and outlines the benefits such a perspective can offer.
In this webinar Silvana Richardson shows strategies and simple digital recording tools which can be used to ensure that the information gathered when observing lessons is objective and based on evidence.
Edited by David Hayes
With thirteen stimulating papers covering a wide range of geographical areas and educational contexts, this publication will interest anyone involved in the continuing professional development of English language teachers wishing to reflect on and refresh their practice.
Compiled by Richard Smith of Warwick University, with Seongsook Choi, Imogen Liggins and Gosia Sky, the Directory of UK ELT Research 2011-12 contains a total of 721 entries from 60 different institutions.
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.
By Gail Ellis and Jean Brewster
This new revised edition of 'Tell it Again!' shows how a story-based methodology brings together the best of primary English language teaching and the rich and motivating resource of children’s literature.
This webinar looks at starting the transition from teacher to manager - including reasons why you might think about making that move, ways of developing to prepare yourself to take on new responsibilities, and issues that you might want to be aware of.
Based on research into peer observation systems that work (and ones that don't) this webinar seeks to present some ideas for helping make your school's peer observation system as successful and useful as possible, thereby developing both the school itself and the teachers in it.
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This webinar looks at the teaching of English as a Foreign language in pre-primary education and shares the results of a project which investigated the effectiveness of incorporating an English learning area into the children’s play options.
This Resource Pack provides practical activities for teachers. While primarily for use in Latin America, the pack can be adapted to suit other international contexts, as a tool for understanding other cultures and promoting reflection in order to avoid cultural bias and challenge stereotypes.
This webinar looks at the creative use of web tools and digital environments to deliver successful learning outcomes.
These presentations by Susan Sheehan and Brian North introduce the Core Inventory for General English. November 2010, London.
This non-academic research book demonstrates ten teacher educators' professional reflective journeys through action research.
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.
Colin Bangay looks at teacher education in resource constrained countries.
This book presents an up-to-date panorama in Spanish of the teaching of English in state schools in Venezuela. It is aimed primarily at EFL teachers and researchers, as well as education authorities who design and implement language policy. The book is the result of an extensive research project carried out throughout the country by groups of researchers from ten local universities, under the coordination of the British Council in Venezuela.
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.
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.
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.
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