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1. Developing Your Virtual Personal Learning Network (PLN)

   In: Teacher's Corner: Personal Learning Networks (PLNs) Format(s): Text

   In this week’s Teacher’s Corner, we will examine virtual components you can include in your personal learning network, as well as how to overcome some of the challenges teachers face when trying to navigate today’s ever-growing number of virtual learning opportunities and resources.

2. Opportunities to Engage Professionally Outside of the Classroom

   In: Teacher's Corner: Professional Development for Teacher Trainers Format(s): Text

   Language teaching professionals have many opportunities for professional development that are outside of the classroom and school.

3. Teacher Development: A Real Need for English Departments in Vietnam

   In: English Teaching Forum 2001, Volume 39, Number 4 Format(s): Text

   This article examines teacher training and teacher development in Vietnam. It suggests ways to promote professional development among EFL teachers. The author understands teacher development to be the process of lifelong learning in the teaching profession and argues that teacher development must be a component in teacher education. The article outlines the history of English language teaching in Vietnam in order to understand its current state. The author suggests that collaboration among teachers and action research are two important ways to promote teacher development.

4. Developing Teacher Leadership Skills

   In: American English Webinars Format(s): Text, Video

   This session, "Developing Teacher Leadership Skills: Instructional Coaching Techniques for English as a Foreign Language Educators," describes how a school can build capacity for serving English learners.

5. Developing Writing

   Format(s): Text

   Developing Writing is a reading and writing skills text designed for beginning to intermediate learners of English.

6. A Dozen Stories and Fables for Teacher Development

   In: English Teaching Forum 2002, Volume 40, Number 4 Format(s): Text

   This article discusses the use of stories and fables in teacher training programs. It provides a selection of 12 stories and fables the authors have used in pre-service and in-service teacher training workshops around the world. The article suggests a theme to connect each story to a teaching, training, or staff development situation.

7. Helping Students Develop Coherence in Writing

   In: English Teaching Forum 2002, Volume 40, Number 3 Format(s): Text

   This article discusses the need to bring coherence in writing from an abstract level to a concrete concept that can be described and taught. Teachers need to teach coherence by sharing its metalanguage with students. This can be done for example by using more specific comments such as “unclear reference” or “inappropriate conjunction” instead of vague ones such as “the essay lacks unity.” The article offers a coherence checklist for students to self-edit and to review their peers’ writing.

8. Teacher Development - What Works in the ELT Classroom? Using Robust Reasoning to Find Out

   In: English Teaching Forum 2002, Volume 40, Number 4 Format(s): Text

   This article focuses on the usefulness of “robust reasoning” or reflection on one’s own teaching to discover what “works,” or what is effective and appropriate in the classroom. The author describes what “robust reasoning” is and explains how it can be used. The author states that going through such a reflection will lead teachers to definitions of effective teaching that are context appropriate and applicable to their classrooms.

9. Using English Teaching Forum in Teacher Development

   In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text

   This collection of three small articles on how English Teaching Forum has been used in teacher training was created for this issue's anthology. Writers describe training sessions in Poland, Peru, Congo, and Togo. Teachers and teacher trainers all around the world have found innovative ways to take advantage of the availability, accessibility, and immediate applicability of Forum articles.

10. Lesson Observation: The Key to Teacher Development

    In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text

    The author describes teacher training and teacher development as separate concepts through descriptions of how observation occurs in Cameroon. While training is a planned event that gives novices ready-made answers, development is an ongoing, organic process that values teacher innovation and reflection. Observers interested in development may use of a lesson observation cycle that includes pre-observation and post-observation meetings. The role of inspectors and peers in observation is also discussed.

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