Continuing Professional Development of TESOL Practitioners

SECTION 1: An Introduction to Continuing Professional Development in TESOL.- 1. Continuing Professional Development in TESOL: Current Perspectives.- SECTION 2: Continuing Professional Development Promoting Principled Teacher Learning.-  2. Disrupting the Theory-Practice Divide: Enhancing the Professional Development of EFL Teachers in Chile.- 3. Continuous Professional Development on Qatar University's Foundation Programme.-  4. Understanding Continuing Development for TESOL Teachers in South African Secondary Schools.- SECTION 3: Continuing Professional Development for Teachers of Adult Migrant and Refugee-Background Learners.-  5. Continuing Professional Development for TESOL Instructors in Canadian Settlement Language Training Programmes in Alberta.- 6. Designing Continuing Professional Development: Currency and Effectiveness of CPD for Migrant Language Educators in the UK.- 7. Professionalizing English Instruction for Adult Immigrants and Refugees in the United States: One State's Work in Teacher.- SECTION 4: Continuing Professional Development Promoting Teacher-Led Reflective Inquiry.- 8. Learning to Teach: The Continuing Professional Development Realities of English Language Teachers in Cameroon.- 9. Continuing Professional Development for English Lecturers in Indonesia.- 10. Continuing Professional Development of TESOL Teachers in New Zealand.- 11. Continuing Professional Development for English Teachers in Oman.- 12. Intensive In-service Teacher Training: An Example from South Korea.- SECTION 5: Continuing Professional Development Directed at Emerging Trends in ELT.- 13.Foreign Language Teaching in the Digital Age: Reverse-Mentoring in the Context of a Collaborative Continuing Professional Development Programme for Secondary School TESOL

Andrzej Cirocki is an Associate Professor in English Language Education in the Department of Education at the University of York, UK. He is a Visiting Professor of TESOL at Universitas Negeri Surabaya in Indonesia, the President of the National Centre for ELT Materials Development in Indonesia, and a co-founder of TESOL Café Colombia. He teaches on modules such as TESOL Methods, Teaching and Learning Language, Evaluating TESOL Classroom, Curriculum Design, and Methodology of Teaching English for Academic Purposes. His professional interests include English-as-an-additional-language teacher education and professional development, reflective teaching, teacher autonomy, teacher self-efficacy, and teaching English as an additional language. In addition to his authorship of numerous publications, involvement in international research projects (e.g., Indonesia, Japan, Ecuador) and delivery of CPD courses for EFL/ESL teachers worldwide, he is also the editor-in-chief of The European Journal of Applied Linguistics and TEFL. Raichle Farrelly is an Associate Teaching Professor and Director of the TESOL Program for the Department of Linguistics at the University of Colorado Boulder, USA. She delivers courses on a range of topics, including language teaching methods, teaching L2 oral skills, pedagogical grammar, world language policy, the TESOL practicum, and introductory linguistics. Her professional interests include second language teacher education, reflective teaching, curriculum design, community-engaged learning, and teaching refugee-background adults. In addition to peer-reviewed articles and chapters, Raichle co-authored the book Fostering International Student Success in Higher Education, co-edited Educating Refugee-background Students: Critical Issues and Dynamic Contexts and co-edited the Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. She also co-founded Project Wezesha, an education-based non-profit that aims to increase