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«Continuing Professional Development An Annotated Bibliography Amol Padwad and Krishna Dixit Introduction by Rod Bolitho ...»

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British Council India

Continuing Professional Development

An Annotated Bibliography

Amol Padwad and Krishna Dixit

Introduction by Rod Bolitho


British Council India

Continuing Professional Development

An Annotated Bibliography

Amol Padwad and Krishna Dixit

© British Council 2011 Brand and Design

British Council

L&T Chambers, 1st Floor

16 Camac Street

Kolkata 700 017



1. Acknowledgements

2. Preface

3. Foreword

4. Presenting the Bibliography

5. How to use the Bibliography?

6. What is CPD?

7. Section I: Articles

8. Section II: Books

9. Section III: Background Reading A. Focus: Teaching, Learning, Management, Cognition B. Focus: English Language Teaching C. Focus: ELT in India

10. Index Acknowledgements At the outset we would like to thank four persons – Angi Malderez, Martin Wedell, Rod Bolitho and Tony Wright – who inspired us to take up the fascinating journey of (self-)discovery on the path of teacher development. They were there to guide our baby steps, and are still with us as experienced and reassuring co-travellers. Rod Bolitho deserves special thanks for patiently and painstakingly going through the first draft and helping us improve it with very valuable feedback.

We are also grateful to Prof. N. S. Prabhu, Prof. M. L. Tickoo and Dr. Sudhakar Marathe, who in various ways showed us glimpses of the complexity and eccentricities of the Indian ELT. They brought home to us the value and the need for any local teacher development endeavour to be rooted in the Indian context. This bibliography is one of the fruits of the seeds these people have sown. We express our sincere thanks to the British Council for believing in this work and publishing it.

Our special thanks are due to Alison Barrett who was enthusiastic about the idea right from the beginning and convinced us that the efforts were worth making. Finally, we would like to acknowledge the immense though implicit contribution of those scores of committed small-town teachers, who eagerly and trustingly joined us on the journey of professional development and taught us so much through their experimentation and experiences.

Amol Padwad Krishna Dixit Preface It is a privilege to be able to introduce this scholarly work with a few remarks, just as it has been a pleasure for me to work with both the authors in the area of Continuing Professional Development (CPD). Teachers are busy people, often dominated by the need to ‘do’ and ‘act’ rather than to research or reflect. That this Bibliography has been compiled with such care and attention to detail by two very busy practising teachers is all the more praiseworthy. Indeed, the contribution that Amol Padwad and Krishna Dixit are making through their work to the cause of CPD comes, like this entire Bibliography, from a passionate desire to improve the perspectives and development prospects of English teacher colleagues across India and beyond. However, it is informed by a deep understanding of teaching and the need that teachers have to feel positive and self-confident about the role that society has designed for them.

The Bibliography will be valuable as a source of inspiration and reference to individuals as they embark on their individual development journeys, but it will also be very useful to teacher trainers, mentors, organisers of teachers’ clubs and professional associations, school managers and anyone involved in teacher education. Postgraduate students and researchers will find it rich in references, and those simply looking for guidance on what to read will find the annotations both succinct and informative.

In an important sense, too, the Bibliography widens our understanding of CPD from the narrow and restrictive interpretation of it as ‘In-Service Training’ and therefore something which teachers are subjected to, to a much more generous and empowering set of options for development which can be taken up either by individuals or by institutions committed to growth and professional learning. The books and articles cited in this list embrace themes as wide-ranging as approaches to change, action research, critical thinking, research reports, and guidelines for educational managers. It will, I’m sure, be one of those works that we will always want to keep within reach, whatever our angle on CPD.

Rod Bolitho Norwich, UK, April 2011

–  –  –

English Partnerships is British Council India’s initiative which aims to improve the quality of English language teaching and learning in the country through a variety of programmes and events for policy makers, teacher educators, teachers and learners.

Since 2007, the British Council has hosted an annual international English for Progress Policy Dialogue series which brought together over 200 key decision makers from academia, government, industry and the NGO sector to debate the role of English in the socio-economic future of the region. At the last event, held in Delhi in November 2010, David Graddol, well-known UK linguist, writer and broadcaster, shared findings from his research, English Next India, published by the British Council in 2010.

These findings, together with inputs from a wide range of speakers, were debated throughout the policy dialogue and a number of recommendations emerged which were later published in a British Council report.

The British Council aims to continue the debate through a series of Policy Think Tanks focusing on the key

recommendations. We aim to:

• stimulate further debate and discussion around the recommendations arising from the Third Policy Dialogue and English Next India and other key policies and case studies

• facilitate the production of research, case studies, experience reports and / or action plans which can be reviewed by and shared with key stakeholders to assist with policy reform and renewal and / or implementation

• facilitate knowledge sharing, networking and collaboration between policy makers and practitioners The first English Language Policy Think Tank series comprises a group of key policy makers and practitioners with expertise, experience and or responsibility for Continuing Professional Development (CPD).

Ultimately, the group, in consultation and collaboration with other individuals and networks, aims to generate and share information and resources that will help guide others in designing and implementing high quality CPD initiatives that will improve the quality of English language teaching and learning throughout India.

This bibliography, put together by two key members of the group, Amol Padwad and Krishna Kalyan Dixit, is just one of several publications likely to come out of the consultations on CPD. We hope that this resource can be used by many people for a variety of reasons. For example, it may be useful for researchers who want to find out more about both the academic or practical components of CPD; for policy makers who need to find information about CPD theory and practice, for teachers or student teachers who are seeking to develop themselves; or for teacher education managers who are looking for ways of establishing more effective systems for teacher development in their contexts.

We hope that the web-based interactive version will continue to grow as colleagues from across the country and the region add to it. We hope you find it useful.

Alison Barrett Head English Partnerships British Council India alison.barrett@in.britishcouncil.org New Delhi, September 2011 Presenting the Bibliography The notion of Continuing Professional Development (CPD) is still relatively little understood and explored in the teaching profession in India. This is evident from the rare appearance the term seems to make in academic publications, in conferences and seminars, and in staff rooms, meetings and teacher discussions. Although in-service teacher education is a recurrent theme in the policies and programmes of teacher education, it all too rarely expands into the larger and more comprehensive idea of CPD. Teaching is a learning profession and like any other professionals teachers are expected to be life-long learners. This expectation is not matched by a wide-spread professional learning culture in the teaching profession. An important reason for this, we argue, is the lack of recognition of CPD in its own right as a life-long, continuous and largely voluntary process, and the consequent paucity of support to sustain this process. CPD is usually found reduced to a series of isolated in-service teacher training events focusing on short-term goals of acquiring a set of skills and/ or some knowledge.

We hope that this bibliography will serve two important purposes among others. One, it will help raise awareness about CPD among the teaching professionals by listing in one place a wide range of material – theoretical and research – dealing with numerous aspects of and perspectives on CPD. Two, it will be a useful resource for anyone who wishes to venture into CPD, whether as a researcher or a practitioner or both. This bibliography started as a private compilation for ourselves as a part of our efforts to understand teachers’ professional development. While our preliminary compilation made us aware of the diversity and complexity of the field, we also felt convinced of the need to bring out a more systematic and annotated bibliography on CPD for the wider audience. We offer this bibliography as a preliminary tool for anyone who wishes to delve deeper into CPD.

The entries in the bibliography are arranged in three sections – articles and short pieces on CPD, books on CPD and background reading that may usefully inform any thinking and action on CPD. In each section the entries are arranged alphabetically by the surname of the first author. The entries in Section I seem broadly related to four thematic areas: CPD Research and Case Studies, CPD Policy and Design Frameworks, CPD Theoretical Considerations and Perspectives, and CPD Strategies, Approaches and Models. Since it was difficult to clearly separate the entries into four thematic groups, with many entries cutting across two or more themes, we found it more convenient to indicate which theme(s) each article related to.

This bibliography is essentially an incomplete work, and will certainly benefit from further revision and improvement. It is neither exhaustive nor comprehensive, and may suffer from omissions and oversights. We welcome constructive and critical feedback on the bibliography and suggestions for further improvement.

Amol Padwad Krishna Dixit How to Use this Bibliography?

We believe that this bibliography will be useful for teachers, teacher educators, researchers, policy makers, academicians and students of teacher education. The ways suggested below for using this resource are only indicative. One can use it for a wide range of purposes and in a variety of ways.

• You can potentially start consulting the Bibliography from any page. However, entering it with some specific purpose may give you a sense of direction.

• If you are a beginner in CPD and looking for a general introduction, you may go to the ‘Books’ section and start with some general introductions like Hargreaves and Fullan (1992), Craft (2000) or Edge (2002). Then you can move on to more specific and detailed studies in CPD, either in other books or in the articles in Section I or both.

• If you are looking for something quite specific, e.g. strategies and techniques of CPD or case studies in CPD, you may start with the articles in Section I. The markers like ‘SAM’ or ‘RCS’ indicate the main focus the article. The key to these markers is given in the beginning of Section I. The references listed at the end of an article may lead you to further reading.

• If you are interested in the general ideas and thinking that inform CPD, you can straightaway go to Section III. Here you will find works on educational management, educational philosophy, learning theories, etc which (should) have a direct bearing on CPD.

• If your focus is English language teaching or India, you may directly go the last two subsections III (B) and III (C).

What is CPD?

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