Teacher Professional Development

Continuous Professional Development (CPD) in ELT (English Language Teaching) refers to the ongoing process of learning and developing professional skills and knowledge throughout one's teaching career. It is essential for teachers to keep up-to-date with the latest teaching methods, materials, and technologies, as well as to enhance their skills in areas such as lesson planning, classroom management, and assessment. CPD in ELT can take many forms, including attending workshops, conferences, and training sessions, participating in online courses, reading professional journals and books, and collaborating with other teachers through professional networks or communities of practice. In addition, many teachers engage in reflective practice, which involves critically examining their own teaching practices and identifying areas for improvement.

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References & Resources

Action Research:

Altricher, H., Feldman, A., Bosch, P., & Somekh, B. (2007). Teachers investigate their work: An introduction to action research across the professions (2nd ed.). New York: Routledge.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
Burns, A. & Burton, J. (Eds) (2008). Language teacher research in Australia and New Zealand. Alexandria, VA: TESOL.
Borg, S. (Ed.) (2007). Language teacher research in Europe. Alexandria, VA: TESOL.
Coombe, C., & Barlow, L. (Eds.). (2007). Language teacher research in the Middle East. Alexandria, VA: TESOL.
Edge, J. (Ed.). (2001). Action research: Case studies in TESOL practice. Alexandria, VA: TESOL.
Farrell, T. (Ed.) (2006). Language teacher research in Asia. Alexandria, VA: TESOL.
James, P. (2001). Teachers in action: Tasks for in-service language teacher education and development. Cambridge: Cambridge University Press.
Lankshear, C., & Knobel, M. (2004). A handbook for teacher research: From design to implementation. New York: Open University Press.
Makelala, L. (2009). Language teacher research in Africa. Alexandria, VA: TESOL.
McGarrell, H. (Ed.). (2007). Language teacher research in the Americas. Alexandria, VA: TESOL.
Richards, J. C., & Schmidt, R. (Eds.) (2010). Longman dictionary of language teaching and applied linguistics, Fourth Edition. London: Pearson Education.
Long, M. & Doughty, C. (Eds.) (2009). The handbook of language teaching. Malden, MA: Wiley-Blackwell
Hinkel, E. (Ed.) (2005). Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum
Byram, M. (Ed.) (2004). Routledge encyclopedia of language teaching and learning. London: Routledge.
Davies, A. & Elder, C. (Eds.) (2006). The handbook of applied linguistics. Malden, MA: Blackwell Publishing.
Kaplan, R. (2005). The Oxford handbook of applied linguistics. New York: Oxford University Press.
Uso-Juan, E. & Martinez-Flor, A. (Eds.) (2006). Current trends in the development and teaching of the four language skills. Amsterdam: Mouton de Gruyer.
McKay, S. (2006). Researching second language classrooms
Nunan, D., & Bailey, K.M. (2008). Exploring second language classroom research: A comprehensive guide.
Brown, J.D. & Rogers, T. (2002). Oxford handbooks for language teachers: Doing second language research.
Hinkel, E. (Ed.) (2005). Handbook of Research in Second Language Teaching and Learning
Lankshear, C., & Knobel, M. (2004). A Handbook for Teacher Research: From Design to Implementation

Program Administration

Christison, M.A. & Murray, D. (Eds.) (2009). Leadership in English language education: Theoretical foundations and practical skills
Coombe, C., McCloskey, M., Stephenson, L. and Anderson, N. (Eds.) (2008), Leadership in English language teaching and learning
White, R., Hockley, A., Laughner, M. & van der Horst Jansen, J. (2008). From teacher to manager: Managing language teaching organizations
Christison, M.A. and Stoller, F. (Eds.) (1997). A handbook for language program administrators
Coombe, C., Al-Hamly, M., Davidson, P. & Troudi, S. (Eds.) (2007) Evaluating teacher effectiveness in ESL/EFL contexts.
Bailey, K. M. (2006). Language teacher supervision: A case-based approach.
Boyd, G. & O’Neill, M. (2006). From the classroom to the boardroom: A guide to the successful transition from teaching to administration for ESL and beyond.
Dimmit, N. & Dantas-Whitney, M. (Eds.) (2002). Intensive English programs in postsecondary settings.
Murray, D. (2008). Planning change: Changing plans: Innovation in second language teaching
Pennington, M. and Hoekje, B. (Eds.) (2010). Language program leadership in a changing world: An ecological model