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1reJ6vC

1reJ6vC

Innovations series Innovations in the continuing professional development of English language teachers Edited by David Hayes

  • Page 3 and 4: Innovations in the continuing profe
  • Page 5 and 6: Contents Foreword Tim Phillips.....
  • Page 7 and 8: Foreword Tim Phillips This volume o
  • Page 9 and 10: Overview - Innovations in continuin
  • Page 11 and 12: handle decentralised CPD in the fut
  • Page 13 and 14: whatever their level of experience,
  • Page 15 and 16: the value of screen capture as a me
  • Page 17 and 18: in a country of such immense size a
  • Page 19 and 20: To conclude, I hope that as a reade
  • Page 21 and 22: Continuing professional development
  • Page 23 and 24: 1 Continuing professional developme
  • Page 25 and 26: −− −− −− −− −−
  • Page 27 and 28: Why is CPD important in India at th
  • Page 29 and 30: with many different stakeholders at
  • Page 31 and 32: Figure 2: Cascade model for the Aim
  • Page 33 and 34: Selection of master trainers The go
  • Page 35 and 36: introduced the concept of CPD throu
  • Page 37 and 38: With teachers, however, experience
  • Page 39 and 40: 3. Lack of any kind of mandated fra
  • Page 41 and 42: The resulting framework created (Fi
  • Page 43 and 44: British Council has used have come
  • Page 45 and 46: Emma-Sue Prince works as a consulta
  • Page 47 and 48: Professional development through cu
  • Page 49 and 50: 2 Professional development through
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    to be clearly stated and they shoul

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    members we thought that we would im

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    The following comments from teacher

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    When Nodira refers to the opening u

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    However, the list doesn’t stop th

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    Figure 1: The cycle of improvement

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    ■■ ■■ ■■ ■■ Teacher

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    Introducing innovation through acti

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    3 Introducing innovation through ac

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    The innovation Drawing on concepts

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    So that the teachers, and their aca

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    4. Gaining knowledge of tools to in

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    4. A closed wiki has been establish

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    different ways of integrating the n

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    students substantially benefited th

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    However, it is also important to no

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    In this programme, we now view the

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    3. During each workshop, teachers r

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    References Assessment Reform Group

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    Differentiating continuing professi

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    4 Differentiating continuing profes

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    Most of the data for the appraisal

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    well as international seminars. To

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    However, these five changed their o

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    Reflections on the creation of the

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    not only have I obtained informatio

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    I felt I had to observe the class o

  • Page 107 and 108:

    Between the re-launch of the blog i

  • Page 109 and 110:

    However, all of the projects have b

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    References Bailey, K, Curtis, A and

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    Teacher-research as continuing prof

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    5 Teacher-research as continuing pr

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    Why, then, was it felt that attempt

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    TR can be defined as a form of prac

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    with their everyday teaching, rathe

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    ■■ ■■ ■■ ■■ ■■

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    Time was […] a problem because, a

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    further support and strengthen thei

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    On the other hand, some of the prob

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    effects). What we found ourselves p

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    Richard Smith is an Associate Profe

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    The house of ‘do’s’ and ‘do

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    6 The house of ‘do’s’ and ‘

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    access sessions are combined with r

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    With a few local exceptions, they h

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    We began by agreeing on the usefuln

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    ■ ■ ■ ■ ‘After the course

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    Participants in Afghanistan listed

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    administration meant the cycle of c

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    Lessons learned When I left post in

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    Conclusions By fortunate coincidenc

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    McMurry L, Tanner, M and Anderson,

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    5. Do you think learning English is

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    Appendix 3: Sample self-access task

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    Using technology to provide greater

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    7 Using technology to provide great

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    A frequent criticism of the outsour

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    more experienced users can jump dir

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    Many teachers mention the fact that

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    Impact of TTV.com on users’ CPD W

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    The very nature of technology means

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    Applying TTV.com to an institutiona

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    Taking MMTV.com to another level In

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    y the additional numbers exceeded t

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    Introducing a paradigm shift in EFL

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    8 Introducing a paradigm shift in E

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    Public primary and secondary school

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    The challenge of addressing the div

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    Our teachers’ views also resonate

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    Table 1: Facilities useful to a com

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    Figure 1: Network of CoPs in the 2g

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    Apart from the typical facilities u

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    The other sessions aimed at develop

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    Regarding the success of their CoP,

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    References Barab, SA, Kling, R and

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    Vergidis, D, Anagnou, V, Bathi, P,

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    Appendix 2: Survey Questionnaire fo

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    What strongly limits my ability to

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    Charting new territory: the introdu

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    9 Charting new territory: the intro

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    often cited as the causes of high d

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    of the correct responses, and parti

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    Figure 1: Channels of communication

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    Teachers’ perspectives We saw dev

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    Table 4 shows that the course conte

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    My e-moderator was very helpful and

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    of administering the course. We ide

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    or challenges posed by lack of fami

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    English in action: a new approach t

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    10 English in Action: a new approac

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    little evidence of progression thro

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    The schools in which these lessons

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    In Bangladesh the penetration of th

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    This mediated video deconstruction

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    Figure 3: Secondary Teacher Facilit

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    upazilla level cluster meetings. In

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    Regarding flexible use of the digit

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    experiment with new techniques in t

  • Page 249 and 250:

    Clare Woodward is a Lecturer in Edu

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    Continuing professional development

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    11 Continuing professional developm

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    CPD in India Within this complex ed

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    a ministry or other employers’. A

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    in CPD and some experience of havin

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    for dissemination. The Think Tank f

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    Figure1: Priorities in teachers’

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    An interesting and enlightening exa

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    ■■ ■■ ■■ The Think Tank

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    ■■ ■■ ■■ One of the str

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    National Council for Educational Re

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    Investigating continuing profession

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    12 Investigating continuing profess

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    esponse, KCUE introduced institutio

  • Page 279 and 280:

    Table 1: Background information of

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    Need to pursue CPD: education offic

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    The professors in the interviews al

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    All of the officials in the intervi

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    observation that the university eva

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    There was agreement among the inter

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    eliability of self-evaluation of CP

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    the key ingredients in the success

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    References Boyle, B, Lamprianou, I

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    Appendix: Questionnaires for univer

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    2. What support would you prefer fo

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    joining academic associations doing

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    ‘My life changed when I saw that

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    13 ‘My life changed when I saw th

  • Page 307 and 308:

    With the fall of the Berlin Wall in

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    1. The focus is on the impact of ed

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    eing interviewed. In fact, 90 per c

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    professional development. These can

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    or the plan of the course, it helpe

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    Lessons learned The information pro

  • Page 319 and 320:

    References Bolitho, R (2012) ‘Pro

  • Page 325:

    This publication offers global pers

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