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Towards a Project-Based Approach to Teacher Development in Difficult Circumstances: The Case of Two English Language Teachers’ Professional Development in Cameroon

  • Gladys Focho
Chapter
Part of the International Perspectives on English Language Teaching book series (INPELT)

Abstract

This chapter contributes to the ongoing narrative on the perception and appropriation of continuing professional development (CPD) especially in difficult circumstances. It presents the result of a project which consisted of identifying teachers’ perception of and constraints to CPD and the mentoring of two teachers to implement a one-year CPD plan. Because teachers’ views of CPD seem to be limited to conferences, seminars and workshops, two teachers were mentored to overcome challenges and make and implement a CPD plan based on their needs and resources. These teachers indicated that despite some setbacks, the experience was an enriching one. The main lesson learnt is that the bottom-up approach to CPD can be more effective due to personal commitment to a plan made by the individual teacher.

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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Gladys Focho
    • 1
  1. 1.University of BamendaBamendaCameroon

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