Understanding how teachers learn

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Edited by Alan Maley and Nik Peachey

The focus of this book is on practical activities which can help to nurture, develop and motivate our students.

Blandine Akoue, Jean-Clair Nguemba Ndong, Justine Okomo Allogo, Adrian Tennant

’Starter Teachers: A methodology course for the classroom’ is aimed at equipping teacher trainers in low-resource contexts with skills and techniques they can use to play an active role in starter teachers’ continuous professional development. The book is the work of participants from a Hornby Regional School held by British Council Senegal in Libreville, Gabon in September 2014.

Edited by George Pickering and Professor Paul Gunashekar

This volume is a compilation of some select presentations made at the fourth International Teacher Educator Conference on the theme 'Innovation in English Language Teacher Education' held at Hyderabad, India on 21–23 February 2014.

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 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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