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Continuing professional development of English language teachers = perspectives and practices from India /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Continuing professional development of English language teachers/ edited by Senkamalam Periyasamy Dhanavel.
其他題名:	perspectives and practices from India /
其他作者:	Dhanavel, Senkamalam Periyasamy.
出版者:	Singapore :Springer Nature Singapore : : 2022.,
面頁冊數:	xxv, 293 p. :ill., digital ; : 24 cm.;
Contained By:	Springer Nature eBook
標題:	Language teachers - Training of - India. -
電子資源:	https://doi.org/10.1007/978-981-19-5069-8
ISBN:	9789811950698

Continuing professional development of English language teachers = perspectives and practices from India /
Continuing professional development of English language teachersperspectives and practices from India /[electronic resource] :edited by Senkamalam Periyasamy Dhanavel. - Singapore :Springer Nature Singapore :2022. - xxv, 293 p. :ill., digital ;24 cm.

Introduction and Overview -- Continuing Professional Development and Culture: Developing as an English Teacher in India -- Teacher Motivation, Professional Development, and English Language Education -- Continuing Professional Development in Education -- Reflective Trainer Training Program: Experiences and Challenges -- Perceptions and Initiatives of Teachers toward Continuing Professional Development -- Teacher Self-Assessment as a Key to Teacher Empowerment -- Teacher Research for Continuing Professional Development: 3R Approach -- Teacher Cognition and Professional Development of English Language Teachers.

This book provides a comprehensive understanding of India's continuing professional development (CPD) landscape. It examines the issues surrounding the professional development of English language teachers in India at the tertiary level from multiple perspectives. Further, it evaluates various models of continuing professional learning (CPL) and emphasizes the transformative model as a solution to the social, administrative, or other impediments teachers encounter in their lives. Importantly, it presents examples, solving academic and non-academic problems in formal and informal, and face-face and technology-mediated forms of teaching and learning by teachers of English in different contexts. It discusses the latest developments in the literature related to the transformative and reflective approach to classroom problems faced by teachers on the ground such as classroom environment, students' socio-economic background, teachers education, and teacher assessment. Also, it positions continuing professional development (CPD) as having transformative power in teaching English in India and how it can improve students' learning opportunities. The book is relevant to English language teachers, teacher educators, and researchers in India and across the globe to address significant issues in the field: how to handle every classroom situation and how to train oneself as a teacher as well as a teacher educator.

ISBN: 9789811950698

Standard No.: 10.1007/978-981-19-5069-8doiSubjects--Topical Terms:

1408034
Language teachers
--Training of--India.

LC Class. No.: P53.85

Dewey Class. No.: 428.0071

Continuing professional development of English language teachers = perspectives and practices from India /
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520 $a This book provides a comprehensive understanding of India's continuing professional development (CPD) landscape. It examines the issues surrounding the professional development of English language teachers in India at the tertiary level from multiple perspectives. Further, it evaluates various models of continuing professional learning (CPL) and emphasizes the transformative model as a solution to the social, administrative, or other impediments teachers encounter in their lives. Importantly, it presents examples, solving academic and non-academic problems in formal and informal, and face-face and technology-mediated forms of teaching and learning by teachers of English in different contexts. It discusses the latest developments in the literature related to the transformative and reflective approach to classroom problems faced by teachers on the ground such as classroom environment, students' socio-economic background, teachers education, and teacher assessment. Also, it positions continuing professional development (CPD) as having transformative power in teaching English in India and how it can improve students' learning opportunities. The book is relevant to English language teachers, teacher educators, and researchers in India and across the globe to address significant issues in the field: how to handle every classroom situation and how to train oneself as a teacher as well as a teacher educator.
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