Understanding how teachers learn
EA Taxonomy term (Content) - Row by date
The University of Warwick and IATEFL Research SIG jointly hosted a panel discussion on Thursday 9 February 2018 called ‘Video in English language teacher education’. The webinar recording is freely available.
A book of training materials for teachers in ‘low-resource’ classrooms.
In a multicultural and multilingual context like the Peruvian one, the teaching of English in the school presents enormous challenges. This publication is recognition of the pedagogical practices in English of educators from different regions of the country.
In this webinar recording the presenters review the concept of reflection and Brookfield’s theory of four lenses in critically reflective teaching practice. They also propose guidelines for teachers to apply useful tools for reflection in each lens.
Watch the recording of a webinar held on World Refugee Day (20 June) describing how the British Council's Certificate in Secondary English Language Teaching course is being used with United Nations Relief and Works Agency (UNRWA) trainers and teachers working with the refugee population in Palestine.
This guide looks at how to promote a positive attitude towards peer observation and a shared sense of collaboration, which will in turn enhance the satisfaction and performance of individual teachers and teaching teams.
The 'English My Way' programme provides meaningful professional development to ESOL teachers with little previous training in community organisations across England. This talk demonstrates how this has been achieved and looks at lessons learned.
The British Council, Cambridge English and EAQUALS provide an overview of their continuing professional development frameworks.
Gavin Dudeney talks about personal learning networks (PLNs) and provides some practical suggestions for how to develop your PLN using Twitter.
In this article Tessa Woodward explores ways to keep on developing as a teacher trainer and looks at how and why we should try to improve our training repertoire.
This report highlights the findings from a study into English language teachers’ attitudes and preferences for using technology for professional development in South Asia. The study was conducted with the support of the research agencies ZingerLabs and EZ Vidya, based in India, and surveyed 892 teachers across the region.