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with many different stakeholders at national and regional level to change, as well as challenge, perceptions of CPD. It also means working practically on the ground, finding ways to support and nurture CPD.

Part 2: Innovations in CPD practice and policy The large-scale educational projects with which the British Council has been involved since 2008 bring numerous opportunities to introduce relatively basic CPD concepts during face-to-face training. This can start simply with general awareness raising and reflection and creating the opportunities and space in which to do this. In many projects it is the first time that stakeholders have been offered any kind of training, or the first time that they have attended needs-based and activity-based training, and their response to such intervention is positive. They are generally motivated to develop, to learn and to try out new things. And is this not what is at the very heart of CPD? However, such interventions could be regarded as piecemeal. What happens when teachers return to their schools and classrooms? Sustaining their enthusiasm after they return to their schools and classrooms, and getting the need for CPD recognised and understood at a deeper level is another matter entirely. There are three main challenges the British Council is seeking to address through its work in India; the first two relate to practice and the last one relates to policy: 1.

Poor quality of in-service teacher training courses, largely delivered through the cascade model, and their limited reach and scope with respect to the key stakeholders listed above, which impacts on the immediate effectiveness of an intervention.


Lack of non-training CPD offered as part of in-service training programmes, which prevents a change in attitudes and behaviours and therefore impacts on the medium- to long-term ‘irreversibility’ (Barber, 2012) of an intervention.


Lack of any kind of mandated framework for continuing professional development that could be adopted at the institutional, district or state level to aid educational planners and administrators in planning, recognising or supporting CPD in the long term.

Over the last few years, a number of micro-innovations have been adopted, some emerging organically from the local context, some from partners’ experiences and some as the result of implementing activities based on research findings and best practice. The British Council’s experience of working with state governments, and of debating issues and potential solutions with members of the CPD Policy Think Tank initiative, led to the decision that a CPD framework could provide appropriate focus for practitioners and policy makers to initiate both bottom-up and top-down sustainable classroom change. It is for this reason that the first two sections of this chapter focus on practice and how this experience led to the development of the framework. The potential policy solution is currently being piloted and is analysed in the third section.

Continuing professional development in action |


Innovations in the CPD of English language teachers  
Innovations in the CPD of English language teachers  

The publication, edited by David Hayes offers global perspectives on the Continuing Professional Development (CPD) of English language teach...