‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET

      Alan Waters and Maria Luz C. Vilches
      Effective in-service training (INSET) is vital for both teacher development and curriculum reform. This paper contains a number of practical guidelines on how to maximise the potential for 'best practice' in ELT INSET. The research was conducted in the Philippines where Waters and Vilches gathered data from both INSET suppliers and end-users. The resulting picture of 'best practice' will be of value to others working in similar situations elsewhere.
      Average: 4.1 (9 votes)

      Using social networks and media to support our continuing professional development

      Date: 19 January 2012

      Time: 1200 UK time (check what time this is in your country)

      Theme: Many teachers have found that social networks and media can provide valuable support for their continuing professional development. However, knowing where to start can be a problem. Facebook, Twitter and the blogosphere aren't always easy places to move in and it's easy to feel overwhelmed by the multitude of posts that appear and disappear in rapid succession. How can we make sense of them and identify the people we can most learn from? How do we set ourselves goals and keep track of where we're going? In this webinar we'll consider practical ways of centring and organising ourselves to make the process a little less chaotic.

      Watch a recording of the webinar: You can watch a recording of the webinar (around 70 mins) here: http://britishcouncil.adobeconnect.com/p4ptr7ueuj2/

      About the speaker: Ann Foreman is a classroom teacher and teacher trainer based in Bilbao, Spain. Her interests include finding the best ways of using new technology in the classroom and coming to terms with the changing needs and aspirations of learners in today’s digital world. Ann manages the TeachingEnglish Facebook page and works on developing new teaching and learning applications such as What kind of teacher are you?

      Confucius, constructivism and the impact of continuing professional development on teachers of English in China

      Viv Edwards and Daguo Li
      This paper covers the impact of continuing professional development in China. The writers conclude that the recognition of English as an essential element in the modernisation of China, together with the growing awareness of the weaknesses of traditional approaches to the teaching of the language, has opened up new spaces for dialogue concerning pedagogy and professional practice.

      Average: 4.8 (4 votes)

      Global Practices in Teaching English to Young Learners

      Sue Garton, Fiona Copland, Anne Burn
      Investigating Global Practices in Teaching English to Young Learners was produced in collaboration with Aston University. The study uncovered a range of factors concerning the teaching of English to young learners globally from the perspective of teachers involved in implementing these programmes. In particular, it shows that many of these factors are commonly experienced by teachers across different countries and contexts. The paper concludes with five key recommendations for future action to support teaching English to young learners.

      Average: 4.4 (17 votes)

      Observations - why bother?

      "Nice board work." This was a killer phrase back in the days before the invention of the interactive whiteboard.

      Average: 4.5 (43 votes)

      How to be a trainer

      In the first article I wrote for this guest writer spot, I looked at all the basic questions we can ask about being an English language teacher trainer, educator or mentor.

      Average: 3.9 (43 votes)

      Am I ready to be a teacher trainer?

      Experienced teachers sometimes ask themselves the question, 'Am I ready to be a teacher trainer?'

      Average: 4 (60 votes)

      Managers and management training

      Management vacancies that arise in LTOs (language training organisations) can be filled by candidates recruited from outside an organisation but are frequently taken up by teachers selected/promoted from within the organisation’s current staff.

      Average: 3.3 (37 votes)

      Ways to continuing professional development

      Lifelong learning and continuous professional development in my opinion are much the same thing.

      Average: 3.8 (59 votes)
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