Facilitator Development for English Language Teachers' Clubs in India
Towards a programme for facilitator development
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Often the focus of teacher development is on designing, implementing and evaluating programmes in formal mode. There is very little research on teacher development through informal avenues like the English Teachers Clubs. The emergent literature on teachers continuing professional development (CPD) evidences the significance of informal mode of learning in developing teachers. The present work presents the case of the English Teachers Clubs (ETCs) in the Indian context and shows how it contributes to teacher development. To disseminate the ETCs in other contexts it is essential to identify and...
Often the focus of teacher development is on designing, implementing and evaluating programmes in formal mode. There is very little research on teacher development through informal avenues like the English Teachers Clubs. The emergent literature on teachers continuing professional development (CPD) evidences the significance of informal mode of learning in developing teachers. The present work presents the case of the English Teachers Clubs (ETCs) in the Indian context and shows how it contributes to teacher development. To disseminate the ETCs in other contexts it is essential to identify and examine the crucial factors that assist such a task. Facilitation, which is a key element in all sorts of learning process, is one such issue which is crucial in the dissemination and sustenance of the ETCs. So a small scale was conducted to examine the role of facilitator in the growth of the ETCs. The present work drawing on this study explores the notion of facilitation and offers a programme for the development of facilitators to run the informal teachers self-help groups like the ETCs.
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