Teacher Development for Teaching English
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Abstract
The purpose of this article is to develop the teachers to have the skills of English for teaching the students. The reviewed studies suggest that language teacher development has focused the language proficiency, an integrated approach to teacher development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.
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