Manchester Programme

Areas of interest
TEACHER DEVELOPMENT continued
It's MALL and it's powerful
A reflective journey for language
teachers
Quality improvement in teacher
development through peer-observation
and feedback
Operationalizing reflective practice in
teaching English as a foreign language
Reflective teaching: an institutional
bottom-up approach to CPD
Training international teachers on a
Masters programme: a reflective
approach
Evaluating an action research scheme
for English language teachers
The impact of action research on
teachers’ continuous professional
development
The impact and issues of a Malaysian
professional development programme
Designing and delivering effective CPD
in Palestine: the teachers’ perspectives
A project-based approach to
professional development
Classroom observations: a tool for
mentoring and growth
Professional development through
observational feedback
Better together: peer-coaching for
continuing professional development
Creativity in teacher development:
peer-group mentoring and collective
writing
Lesson jamming: planning lessons in
groups
From professional development to
professional dissemination
Oral feedback behaviour of native and
non-native English teachers
The observer and the observee - one
and the same?
Interactive observation – an alternative
training approach
2.6
2.6
2.6
2.7
2.7
2.7
2.7
2.7
2.7
2.7
2.7
2.7
2.7
2.7
2.7
3.1
3.2p
3.2p
3.2
3.2
The elephant in the classroom: thoughts
on the observer paradox
Opening up the 'moment': inside
demand-high
Alternatives to coffee and chocolate:
energy management for teachers
Lesson study approach to professional
development in ELT
Developing learning-oriented
assessment tools: implications for
teacher learning
What's so special about Special
Educational Needs?
Developing teachers’ critical skills in
lesson feedback: a proposed framework
Innovated interactions - how to elevate
and redefine speaking activities
How to be paper light in your EFL
classrooms
Fit and fun - educating our students for
a healthy future
Frameworks for creativity in materials
design
Continued professional development –
making a lasting impact in the
classroom
Planning for am/is/are? Planning for
relative clauses?
Parent-teacher dialogues
In defence of TTT
Learning from adjacent fields:
economics and economy of EFL
classrooms
Bridging the technophobe-technophile
gap in teacher training and development
Motivating reluctant learners: from
challenges to achievements
Blogging; an adventure in support of
teacher development
See you on the other side: blogs and
teacher reflection
How does blogging help teacher
candidates construct their teacher
identities?
3.2
3.2
3.3
3.3
3.3
3.3
3.4
3.4
3.4
3.4
3.4
3.5
3.5
3.6
3.6
3.6
3.7
3.7
3.7
3.7
3.7
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