This book examines a variety of approaches to professional development for language teachers. In most schools and institutions today, language teachers are expected to keep up to date with developments in the field, to regularly review and evaluate their teaching skills, and to take on newteaching assignments according to the changing needs of the institution. Some teachers may also be expected to serve as mentors to new teachers, to plan workshops and other professional activities, to present papers at seminars or conferences, and to write for journals and teaching magazines. Language teaching institutions are also expected to maintain high professional standards, to provide opportunities for their teachers to pursue professional development, and to provide conditions where teachers cooperate to achieve higher levels of learning among their students.

This book is intended as a practical introduction and guide for teachers, administrators, and coordinators who wish to implement a coherent and strategic approach to teacher development. Although the book seeks to provide ideas for practicing teachers, particularly those relatively new to language teaching, we hope that experienced teachers, teacher trainers, and supervisors will find much to interest them aswell. In recent years, language teachers in many parts of the world have expressed a growing interest in their own professional development. This is seen in the worldwide interest in such activities as virtual networks for language teachers, action research, journal writing, and portfolios, and the use of these and other activities as a basis for critical reflection on teaching practices.