This book provides a survey of current approaches to professional development for language teachers, particularly for those newto teaching or those who seek opportunities for in-service teacher education.
A wide variety of approaches are presented and ways of implementing them illustrated, drawing on the authors’ experiences of developing and conducting in-service teacher programs in many parts of the world.
Throughout the book, personal accounts by the authors and by teachers who have experience using activities such as journal writing, peer observation, and teaching portfolios provide compelling examples of how and when such activities can be useful and their advantages and limitations.
This book will therefore serve as a useful source book for teachers, teacher-educators, supervisors, teaching mentors, and others who are interested in carrying out teacher-development activities in their own settings.
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