Abstract
This chapter describes continuing professional development (CPD) for TESOL instructors of adults in the Language Instruction for Newcomers to Canada (LINC) programme in the province of Alberta, Canada. After setting the context, we review relevant literature on CPD in adult TESOL contexts, outline the provincial and national CPD activities available to LINC instructors and discuss the challenges associated with participating in CPD. Most of the available CPD activities are one-shot events in which the presenters determine the learning objectives, but these may not necessarily align with the instructors’ unique CPD goals and needs. One way to address the issue of alignment is to encourage the establishment of researcher-supported professional TESOL reading groups in which the members identify practice-related issues; select, read, and discuss peer-reviewed articles; then combine the article information with their professional knowledge and experience to co-construct practices and policies to address the issues. We present evidence from our longitudinal professional reading group project to demonstrate the effectiveness of reading groups as a valuable form of informal, teacher-driven, cost-effective, situated CPD that promote reflective practices which contribute to teacher learning, organizational change, and research-informed practices. We conclude with implications for future research and sustainable CPD for LINC instructors.
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Recommended Reading
Abbott, M. L., Lee, K. K., & Rossiter, M. J. (2018). Evaluating the effectiveness and functionality of professional learning communities in adult ESL programs. TESL Canada Journal, 35(2), 1–25. https://doi.org/10.18806/tesl.v35i2.1288
Cirocki, A., & Farrell, T. S. C. (2017). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5–24.
Paran, A. (2017). ‘Only connect’: Researchers and teachers in dialogue. ELT Journal, 71(4), 499–508. https://doi.org/10.1093/elt/ccx050
Acknowledgements
We would like to thank the TESOL practitioners who participated in the professional reading group project described in this chapter and their programme administrators who facilitated this research. We are also appreciative of the financial support we received from several sources, including a Support for the Advancement of Scholarship Grant, Faculty of Education, University of Alberta; the Killam Research Fund, University of Alberta; and the Office of the Vice-President (Research), University of Alberta. We would also like to thank our research assistants, Sarvenaz Hatami and Monica MacFadzean for their work. Finally, we are extremely grateful to Marian Rossiter, Professor Emerita, for all her invaluable contributions to this project over the years.
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Appendices
Appendix 1
Online Monthly Questionnaire
Last month, your reading group discussed the following article:
Title:
Author:
A1. To what extent has reading the above article impacted your teaching since then? Please explain.
A2. To what extent has the discussion of this article impacted your teaching since then? Please explain.
A3. To what extent has the classroom application of the information in the article enhanced your students’ learning? Please explain.
B1. What article was chosen for discussion this month?
Title:
Author:
B2. To what extent did reading the most recent article impact your teaching? Please explain.
B3. To what extent did the discussion of this article impact your teaching? Please explain.
Appendix 2
Instructor Semi-structured Focus Group Interview Guide
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1.
Have the articles that you’ve read over the past few months been engaging and stimulating for you? Was your time well spent? Have you enjoyed being involved in the group? Did the articles make sense? Was the discussion useful?
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2.
Ask the following questions for each article read: What have you learnt as a result of reading this article? How have you applied the knowledge that you gained from it in your practice? Please provide specific examples. Changes in attitudes, knowledge, skills, and behaviours? Impact on your instruction? Impact on student learning? Impact on your programme/organization in terms of changes/support/recognition?
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3.
What challenges has involvement in the group had for you?
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4.
What additional support could be provided to enhance your group experience?
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5.
What additional support could be provided to sustain your group?
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6.
What are the key elements of a successful group? What characteristics of your group support sustained membership? What will be necessary for the continued success of your group? Please rank them in order of importance.
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7.
Is there anything else you’d like to share about your experiences in the group?
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Abbott, M.L., Lee, K.K. (2023). Continuing Professional Development for TESOL Instructors Working in Canadian Settlement Language Training Programmes in Alberta. In: Cirocki, A., Farrelly, R., Buchanan, H. (eds) Continuing Professional Development of TESOL Practitioners. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-42675-9_10
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