Date: 6 October 2016
Link to the recorded talk: http://britishcouncil.adobeconnect.com/p6l7vctbr1b/
Continuous professional development process plays a crucial role for ELT teachers. It is recognized as a key motivator for teachers to develop their skills and knowledge and achieve more satisfaction in their teaching. Formal professional development efforts in Iran have been far from satisfactory and do not follow a consistent framework, so most of the instructors are continually engaged in individual self-directed learning activities which provide invaluable opportunity for their growth. However, developing professionally without a framework makes it difficult.
The mentioned shortcomings surely lay evidence for a pressing need to renovate teacher professional development in the Iranian context by introducing a CPD framework that links promises and realities of PD for ELT teachers in Iran.
The framework is based on the British Council global framework and best practice research, from British Council projects especially in India and on the real needs of teachers in Iran. The development work to create this framework is extensive and seeks to understand in detail the CPD context in the country, the potential barriers to CPD and how the framework might need to be adapted to fit this context.
A number of steps are taken to develop the final framework, and work is continuing in Iran to pilot and review the framework. It will then enable teachers to identify learning opportunities that are appropriate to where they might be and to establish a professional and personal development pathway.
About the speaker:
Khaled Moradi is a lecturer and teacher educator. He holds a PhD in English Language Teaching. His professional interests include research in language learning and teaching, in-service language teacher education, professional development and training, and supervising teacher research for professional development. He also tackled these issues in his national and international publications and conferences and is currently researching teacher perceptions and professional development.