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    Language Teacher Professional Development
    Language Teacher Professional Development
    Language Teacher Professional Development
    Ebook56 pages36 minutes

    Language Teacher Professional Development

    By Thomas S.C. Farrell

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    About this ebook

    The field of English language teaching continues to become more and more complex. To stay up-to-date with the developments as the discipline grows, English language teachers must work to expand their knowledge base by participating in continual professional development and practicing reflective teaching. Farrell provides useful insights about the many kinds of training and discusses the practices you can engage in to ensure your own growth, including team teaching, action research, and teaching portfolios. Learn about the different stages of professional development, what approaches are right for you, and how you can sustain your growth throughout your career.
    LanguageEnglish
    PublisherTESOL Press
    Release dateJan 30, 2015
    ISBN9781942799078
    Language Teacher Professional Development
    Author

    Thomas S.C. Farrell

    Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past twenty-seven years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education.

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      Book preview

      Language Teacher Professional Development - Thomas S.C. Farrell

      MacMillian.

      Series Editor’s Preface

      The English Language Teacher Development (ELTD) Series consists of a set of short resource books for ESL/EFL teachers that are written in a jargon free and accessible manner for all types of teachers of English (native, non-native, experienced and novice teachers). The ELTD series is designed to offer teachers a theory-to-practice approach to second language teaching and each book offers a wide variety range of practical teaching approaches and methods of the topic at hand. Each book also offers time for reflections for each teacher to interact with the materials presented in the book. The books can be used in preservice settings or in in-service courses and can also be used by individual looking for ways to refresh their practice.

      Thomas Farrell’s book Language Teacher Professional Development explores different aspects and approaches to professional development and the various challenges professional development may present to a language teacher. Farrell also provides a comprehensive overview of how to plan professional development and in particular highlights each of the 25 books in the ELTD series. Topics covered include why teachers should develop, what professional development is, different approaches to professional development, and how teachers can sustain their professional development. Language Teacher Professional Development is a valuable addition to the literature in our profession.

      I am very grateful to the authors who contributed to the ELTD Series for sharing their knowledge and expertise with other TESOL professionals because they have do so willingly without any compensation in order to make these short books affordable to all language teachers throughout the world. It is truly an honor for me to work with each of these authors as they selflessly gave up their valuable time for the advancement of TESOL.

      Thomas S. C. Farrell

      1

      Introduction

      Most teachers, but not all, consider that at some time during their teaching careers they will need to learn something new, brush-up on something known, or just take time out to reflect on where they are as a language teacher. That said, a colleague once pointed out to me that there are three types of teachers who stay in English teaching. The first type gets bored and quits teaching soon after they start; that is a good result for the students, because they will not be subjected to such a teacher (and we all remember some of our own teachers who bored us so that we probably lost interest in their subjects). This leads me to the second type of teacher, who is bored but keeps teaching: continues doing the same activities in the classroom with no reflection or change. (They may also have an illusion of job happiness.) Unfortunately, we still have many teachers like this in our classrooms today, but, hopefully, we can get through to them—if they are in the language classroom—with the contents of this book. The third type of teacher includes those who realize that they can become genuine educators by reflecting on their actions, and who may change what they do in the classroom based on the results of this reflection. This

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