Language teacher professional development in Asia

Historical trends, current practices and future directions

Authored by: Laura Gurney , Indika Liyanage , Lanxi Huang

Routledge International Handbook of Schools and Schooling in Asia

Print publication date:  May  2018
Online publication date:  May  2018

Print ISBN: 9781138908499
eBook ISBN: 9781315694382
Adobe ISBN:

10.4324/9781315694382-47

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Abstract

Professional development for language teachers in Asia has been marked by steps toward greater implementation of initiatives characterised by teacher collaboration, critical inquiry, and the development and exercise of teacher agency. These models rely heavily on Western professional development theory and practice. However, whilst the transferability of knowledge in teacher professional development has received the attention of researchers (Liyanage, Díaz, & Gurney, 2016), the question of how contextual realities mediate the development and execution of teacher professional development programs has largely escaped scrutiny (Hairon & Dimmock, 2012; Howe & Xu, 2013; Xu & Connelly, 2009, provide some notable recent exceptions). In this chapter, we explore how historical trends and current practices intersect with a view to discuss viable and contextually relevant future directions in language teacher professional development in Asia.

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