Professional development

What? Why? Who? When? How?
Have you done, or would you like to do the CELTA or CELTYL? The DELTA? Wanna know what the FTBE or the TKT is all about? Ever thought about doing some action research? Team teaching? Keeping a professional portfolio? Ever thought about where you go from here? What your options are? In Brazil? Abroad?


If you have any of these questions regarding professional development, or if you have any of the answers, then we´d like to hear them.

How to develop professionally?

What follows are just a few tools you might want to use in order to help you develop professionally:

Teacher diaries

For more, go to:

´Critical friends´

For more,  go to:

Team teaching

For more, go to:

Teacher portfolios

For more, go to:



Mentoring is sometimes thought of as a new approach to development for language teachers, but in fact, mentoring has a long history.  Mentoring is “an interpersonal, ongoing, situated, supportive, and informative professional relationship between two (or more) individuals, one of whom (the mentor) has more experience in the profession, craft, or skill in question.

For more, go to:


11 responses to “Professional development

  1. No questions or answers…this is just to say hi

  2. Hi,
    this is something for all those teachers in Maceio who are starting their ´action research´ projects.

    There is a very reader friendly over-view of action research steps and procedures which may help you when you are deciding the research question you want to investigate, how to collect data and record the data, which you can find at:

    Let us know if you need any other help.


  3. Hi,

    for all those in Ilha do Leite who are embarking on the ´Professional Development Portfolio´ project, go to:

    for a useful outline on the what? why? and how? of starting a portfolio.


  4. Hi everyone,

    I´ve started reading the report on conducting an action research on the site above, recommended by Dominic and I find it very useful in order to understand the process and techniques.

  5. Hi to all those in Maceio and Joao Pessoa.

    These are some of the areas being covered in the Action research. It would be a good idea to get in contact with onae another and see if you can collaborate and share research findings, ideas and experiences, etc.

    In Joao Pessoa…

    Natasha+Érika – How to encourage my young learners students to use L2 in the classroom?

    Get + Ribamar – How to deal with fossilised pronunciation mistakes?

    Suzana – Indiscipline in young learners classes

    Chris – How to effectively present grammar in class

    Yluska – classroom management

    Jane – Error correction

    And in Maceio…

    Aline – use of L1 in the classroom

    Celeste – using warmers / which type of vocabulary activities help my SS to memorise lexis?

    Kenia + Cris – giving instructions

    Adriana – using pronunciation teaching to improve listening skills

    Juliana – increasing SS interaction

    Marcos – freer practice grammar activities

    Lais – SS interaction

    Judith – using the phonemic chart to help SS with pronunciation

    Any others????


  6. good to see that teachers in Maceio also enjoy phonetics and understand the importance of it…..hugs to you all in Maceio….Get (Gerthrudes) from Paraiba

  7. One more group for the A.R in João Pessoa:

    Manuela and Elizângela – Helping teenagers to write better compositions.

  8. A.R topic from João Pessoa:

    Jacilene and Jamylle – Action research on Writing: using short articles from newspapers & magazines to increase Sts’ motivation to write

  9. Hi,

    it seems that many of you are focussing on some aspect of student-student interaction for your action research project.

    Here is an interesting link for an article describing an action research project on just this topic.

  10. Hello from João Pessoa!
    Does anyone have ideas of how you could present grammar and also employ student-student interaction?

    How can we make Use of English more than a necessary evil? That is the question?

  11. You might want to use a Guided Discovery, which is an inductive approach.

    In a language classroom, an inductive approach involves getting learners to discover rules and how they are applied by looking at examples. The role of the teacher is to provide the language the learners need to discover the rules, to guide them in discovery if necessary, and then to provide more opportunities to practice.

    The inductive approach is often thought of as more modern way of teaching: it involves discovery techniques; it seeks in some ways to duplicate the acquisition process; it often exploits authentic material; it has learners at the centre of the lesson; and the focus is on usage rather than rules.

    Here is an example of a lesson using the inductive approach. The teacher’s aim in this lesson is that learners understand meaning, form and use of linking devices in formal writing.

    1)The teacher gives the learners a text to read and respond to.
    2)She then asks them to identify all the conjunctions in the text and then put them into 5 or 6 groups according to use, e.g. to add something, to make a contrast, to show a result.
    3)The learners themselves suggest headings for these categories.
    4)The teacher monitors and guides. Groups of learners then work with one category each to analyse structure, meaning and use, and finally present their findings to the class.

    For a more detailed outline of inductive and deductive approaches, go to……


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