Introduction and Overview

Abstract

This chapter defines continuing professional development (CPD) in a broad sense, subsuming all forms of CPD practiced internationally. These include top-down and bottom-up, transmissive and transformative, formal and informal, self- and other-initiated, short and long term, and other forms of CPD aiming at developing teachers’ capabilities to achieve student learning outcomes. First, it discusses CPD in the context of education, throws light on most problems in CPD, and suggests the need for an alignment between CPD programs and teacher needs. Next, it examines CPD with reference to language teacher education and then moves on to English language teacher education globally. It considers not only geographical differences but also the variety of procedures available for teachers to engage in CPD. It also addresses the challenges faced by English teachers across the world. Further, this chapter deals with English language teachers in India from primary to tertiary levels and establishes the background for the CPD of English language teachers in Indian higher education. Finally, it provides an overview of all 16 chapters included in this volume, highlighting their contribution to the CPD literature. Essentially, such a contribution lies in the production of knowledge from personal experience by many contributors for English teachers to manage their classrooms and themselves.KeywordsDefinition of CPDCPD in educationCPD in language educationCPD in English language educationIndian contribution to CPD