EA Taxonomy term (Content) - Page
In the first of a series of three articles, Amanda Howard looks at the importance of getting observation and feedback right.
In the final article in this series on observation and feedback, Amanda Howard looks at why we need to think carefully about the process of feedback.
In this article Karen Waterston discusses ideas and tools we can use to monitor teacher progress in the classroom.
This review assesses an international body of educational literature on teacher evaluation and draws on this to make recommendations for the evaluation of teachers in English language teaching.
This guide provides valuable information and suggestions on how to make formal observations effective and useful.
This book consists of two pieces of preliminary research into ELT in Egypt to better understand the current situation particularly in the Basic and Secondary stages of education from the point of view of ministries, teachers, students, parents and employers.
This webinar looks into the background of burnout and shares some teachers’ ideas about how stay away from it.
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 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.
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.
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.