Intro
Acknowledgements
Contents
Editors and Contributors
About the Editors
Contributors
1 Continuing Professional Development in TESOL: Current Perspectives
1.1 Introduction
1.2 CPD: Definitions, Objectives and Attributes
1.3 A Principled Approach to CPD
1.4 Evaluation and Sustainability of CPD
1.5 The Present Book: Purpose, Structure and Readership
1.5.1 The Purpose and Rationale for This Book
1.5.2 The Themes and Structure of This Book
1.5.3 Who Is This Book for?
References

Part IContinuing Professional Development Supporting Principled Teacher Learning
2 EFL High School Teachers' Continuing Professional Development: The Costa Rican Experience
2.1 Introduction
2.2 Continuing Professional Development: Goals, Policies and Standards
2.2.1 Goals, Policies and Standards
2.3 Current Support, Provision and Challenges
2.3.1 Support and Provision
2.4 Effective Practices in Operation
2.4.1 Practices Implemented by the Ministry of Public Education
2.4.2 Practices Implemented by COLYPRO
2.4.3 Practices Implemented by the University Sector

2.5 Lessons Learnt and Ways Forward
2.6 Conclusion
Appendix 1
References
3 Continuing Professional Development in the Foundation Program at a National University in the State of Qatar
3.1 Introduction
3.2 Continuing Professional Development: Goals, Policies and Standards
3.3 Current Support, Provision and Challenges
3.3.1 Academic Excellence and Professional Development Committee
3.3.2 The Outreach Program
3.3.3 Conference Attendance
3.3.4 Hosting International ELT Conferences
3.4 Effective Practices in Operation
3.4.1 Reflective Practice and CPD

3.5 Lessons Learnt and Ways Forward
3.6 Conclusion
References
4 A Continuing Professional Development Programme for TESOL Teachers in South African Secondary Schools
4.1 Introduction
4.2 Continuing Professional Development: Goals, Policies and Standards
4.3 Current Support, Provision and Challenges
4.4 Effective Practices in Operation
4.4.1 Type 1: Teacher-Initiated Professional Development Activities
4.4.2 Type 2: School Initiated Professional Development Activities
4.4.3 Type 3: Employer and Provider-Led Professional Development Activities

4.4.4 Reflection Inquiry in the South African CPD Programme
4.5 Lessons Learnt and Ways Forward
4.6 Conclusion
Appendix 1
Appendix 2
Appendix 3
References
Part IIContinuing Professional Development to Cultivate Practitioner-Led Reflective Inquiry
5 Learning to Teach: The Continuing Professional Development Realities of English Language Teachers in Cameroon
5.1 Introduction
5.2 Continuing Professional Development: Goals, Policies and Standards
5.2.1 The Concept of CPD
5.2.2 Reflective Practice as a CPD Goal in Cameroon
5.2.3 CPD Policies in Cameroon