Exploring Continuing Professional Development: English Teachers’ Clubs in Central India

Padwad, Amol; Dixit, Krishna

doi:10.1057/9781137316257_8

Cited by 7 publications

(4 citation statements)

References 4 publications

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“…The CAMELTA initiative, as with previous smaller-scale innovations reported by Allwright (1991) and Padwad and Dixit (2014), suggests that there can be considerable merit in TA members being encouraged to identify issues of salience to them and developing solutions collectively via systematic investigation and sharing. The positive engagement shown so far by TA members around Cameroon suggests that this might be a practitioner-centred way of helping teachers who are working in difficult circumstances to overcome day-to-day challenges, as an antidote to topdown directives from Ministry officials, donor agencies or other 'outside experts' who may be less well-positioned to understand the actual classroom realities that teachers and learners encounter.…”

Section: Resultsmentioning

confidence: 98%

“…: 8), can be 'to provide a "location", both physical and psychological (but mostly psychological), for the collegiality and continuity so essential to sustainability, and thus to the overall success of the [practitioner research] enterprise'. Elsewhere, Allwright (1991) provides evidence from the collective work of a relatively small association in Bangalore, India, which shows how resourceful teachers can be in collaboratively evolving their own research agendas (see also Padwad and Dixit 2014 on English Teacher Clubs in India).…”

Section: Introductionmentioning

confidence: 99%

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Researching teacher associations

Smith¹,

Kuchah²

2016

ELTJ.J

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Here we argue not only for more research into English language teacher associations (TAs) but also for research to be carried out by and within TAs. That is, we advocate their becoming 'Researching TAs' themselves. This suggestion derives from our recent collaborative work with/within CAMELTA (the Cameroon English Language and Literature Teachers' Association). In this context we have initiated and helped to facilitate the development of what we term -by analogy with 'teacher-research' -'TA-research': systematic inquiry which is based on members' priorities and officially endorsed by a TA, and which engages members as active participants in what they see as a collective project. This initiative offers promising signs that a TA can become a 'researching association' in the service of its members' needs. In the CAMELTA case, valuable local knowledge is being uncovered and shared, helping members become less dependent on outsider expertise: in a word, more empowered.

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Section: Resultsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Researching teacher associations

Smith¹,

Kuchah²

2016

ELTJ.J

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“…Teacher education programs need to catch up to what is needed to provide future educators with the knowledge, abilities, and confidence to teach the topic effectively in the classroom (Pandey, 2021;Padwad & Parnham, 2019;Roy, 2017). Because English is not the language of business in rural India, teachers have little opportunity to put their knowledge to use in the classroom (Padwad & Dixit, 2015). Professional development for educators should include regular seminars, video or audio recordings of course material, class projects, and homework (Ghosh, 2022).…”

Section: Challenges Of English Education At the School Levelmentioning

confidence: 99%

Addressing Challenges in Language Teaching in India: Exploring the Role of Corrective Feedback in Enhancing Learning

Singh,

Halim

2023

Adv Educ

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Corrective feedback is a crucial aspect of language teaching, which aims to help students improve language accuracy and fluency. While research on corrective feedback has been conducted worldwide, there is a dearth of empirical studies in the Indian context. Despite this gap, several studies suggest that corrective feedback practices in India are based mainly on traditional grammar-translation methods prioritizing accuracy over fluency rather than considering students' needs and learning styles. Issues related to corrective feedback in India include cultural factors, optimal timing, teacher beliefs, technology-mediated feedback, and student motivation. Cultural factors such as societal expectations and values can influence teachers' and learners’ attitudes toward corrective feedback. The optimal timing of providing corrective feedback in ESL writing is also an issue, as the effectiveness of immediate versus delayed feedback on language accuracy and fluency is still unclear. Moreover, teachers' views on corrective feedback may influence their practices and need further exploration in the Indian context. The potential of technology-mediated corrective feedback and its effects on student motivation and self-efficacy also require further research (Doley, 2023). Overall, this review highlights the need for more empirical research on corrective feedback practices in India to inform effective teaching practices and enhance the effectiveness of ELT in the country. Future studies should focus on examining cultural factors that influence corrective feedback practices, identifying optimal timing for feedback, examining teachers' views and practices, examining technology-mediated feedback, and examining the effects of corrective feedback on student motivation and self-efficacy.

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“…These learning communities are complex organisations, usually with shared knowledge and knowledgeability among people with similar interest or profession. Padwad and Dixit (2014) explore EFL teachers' CPD through smaller units of learning communities, called English Teachers' Clubs. Henri and Pudelko (2003) proposed four types of communities, 1) communities of interest, 2) goal-oriented communities, 3) learner's communities and 4) CoPs.…”

Section: English As a Foreign Language Teachers' Associations As Commmentioning

confidence: 99%

English language teaching professionals' trajectories within the context of learning organisations

Price

2020

Hungarian Educational Research Journal

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English as a foreign language teachers' associations (henceforth ELTAs) act as empowering platforms for English Language Teaching (ELT) professionals (Lamb, 2012), and yet the contributions of ELTA leaders have not been widely investigated in the fields of second language acquisition and language pedagogy. In order to fill this niche, a qualitative interview study explored the professional trajectories of successful teacher trainers. The paper gives an account of the motivation for continuing professional development (CPD) through the turning points in these professionals' early careers. The findings suggest that there are some similarities behind the motivating factors for CPD and the increasing participation in social spheres (Lave & Wenger, 1991) leads to professional growth. Moving from the periphery towards the centre in a Community of Practice (CoP) the participants of CoPs become knowledge providers. The results reveal that after members have reached their own plateau and can no longer grow professionally in a particular CoP, they either move on to a different, often more challenging CoP and often belong to different CoPs and even end up as the leaders of ELTAs. Limitations and further research suggestions are included at the end of the paper.

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Exploring Continuing Professional Development: English Teachers’ Clubs in Central India

Cited by 7 publications

References 4 publications

Researching teacher associations

Researching teacher associations

Addressing Challenges in Language Teaching in India: Exploring the Role of Corrective Feedback in Enhancing Learning

English language teaching professionals' trajectories within the context of learning organisations

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