Abstract
Ongoing professional development (PD) is crucial for all language teachers. However, the reality of busy college life often prevents it from receiving its deserved attention. This study investigates the merits of a program developed for a language college based on the ongoing professional needs of its teachers in relation to teacher cognition and reflective teaching. The article reports the first phase of a two-phase project, exploring to what extent an innovative college- based PD program in Thailand can fit the local context in Sydney. Initial findings reveal positive reactions from teachers and suggest that the self-directed and collaborative nature of the program is relevant to their needs. The article discusses implications for the second stage of the project, and offers some practical suggestions for those interested in taking up a similar program.
| Original language | English |
|---|---|
| Pages (from-to) | 3-20 |
| Number of pages | 18 |
| Journal | English Australia Journal |
| Volume | 28 |
| Issue number | 2 |
| Publication status | Published - 2013 |