Voices from the Ground
Praxis and Glocalization in Continuing Professional Development in ELT
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Voices from the Ground brings together diverse narratives from educators and teacher trainers across continents, revealing how global trends in continuing professional development (CPD) are uniquely adapted to local contexts.
Through a praxis-centred approach, where theory and practice inform one another, contributors share insider perspectives on glocalized CPD, offering practical insights and innovative models that empower teachers to grow, adapt, and thrive in their own environments. Whether CPD is highly regulated or self-directed, these stories illuminate the dynamic interplay between global best practices and local realities, inspiring educators, policymakers, and researchers to reimagine teacher learning for a rapidly changing world.
With its rich tapestry of case studies and reflections, Voices from the Ground is essential reading for teacher educators, in-service and pre-service teachers, applied linguists, and anyone invested in the future of English language teaching and professional development.
Introduction — When Global Meets Local: Glocalised Professional Learning and Development in Elt; Kate Mastruserio Reynolds, Brigitta R. Schvarcz, and Ethan T. Santos-Trinh
- Section 1. Prek-12 In-Service Teaching
- Chapter 1. Forging Communities of Practice in an Online Professional Learning Course for Bilingual Teachers in Brazil; Michele Salles El Kadri, Luciana C. de Oliveira, Pedro Santana, and Gabrieli Rombaldi
- Chapter 2. Glocalized Language Teacher Training: A Swiss Plurilingual Initiative; Holli Schauber
- Chapter 3. Collaborative Growth: PD for Second Language Teacher Educators and Teachers; Gabriela Kleckova and Tereza Havrankova
- Chapter 4. Long-Term Professional Development in Teaching Multilingual Learners in Aotearoa New Zealand: Insights from Practitioners’ Inquiries; Christine Biebricher, Jessica Ge, and Morgan Pullein
- Chapter 5. Mentoring as Glocalised Professional Development: A Teacher’s Seven-Year Journey to Developing Critical Multilingual Language Awareness in Australia; Catriona Vo and Julie Choi
- Section 2. Public Government Supported Initiatives
- Chapter 6. Teachers' Reflections as Novice Speakers at an ELT Conference: The Case of Malta; Daniel Xerri, Odette Vassallo, Tatiana Aziabina, Andrea Conti, Savannah Davis, and Donna Dubidat
- Chapter 7. CPD for English Language Teachers in Israel: Opportunities and Challenges; Brigitta R. Schvarcz and Frances Sokel
- Chapter 8. From Teacher to Researcher: Uruguayan Language Teachers’ Journeys; Gabriel Díaz Maggioli and Laura Masello
- Section 3. Communities of Practice
- Chapter 9. Glocalised Case Studies: The Use of Narratives within In-Service CPD Programmes in Spain; Jim Fuller
- Chapter 10. A Collaborative Approach to Professional Learning and Development for Teachers in Politically Difficult Circumstances: Insights from Myanmar; Phyo Wai Tun and May Kyaw Oo
- Chapter 11. From Teacher to Teacher-Researcher and Mentor: Continuous Professional Development Through an Exploratory Action Research Development Program in Thailand; Khoi Tan Minh Vuong, Rachanee Dersingh, and Napak Chotswasd
- Chapter 12. Learning to Thrive: Freelance English Teachers in Germany Engaging in Self-Directed Professional Learning; Laura Edwards
- Conclusion: Rethinking Continuous Professional Development in English Language Teaching; Khanh-Duc Kuttig
Through its focus on sustainability, succession planning, mentorship, knowledge transfer, well-being, and legacy building, the volume highlights the value of leadership beyond formal roles and retirement. In doing so, the chapters demonstrate that the knowledge and expertise accumulated by late-career leaders are not merely personal assets but important resources that can inform policy, leadership development, professional learning and future generations of leaders.
This book is a timely and significant contribution to scholarship on educational leadership, succession planning, organisational learning, and institutional sustainability. At a time when educational systems are confronting leadership shortages, increasing accountability pressures, and the impending retirement of experienced leaders, this volume offers a compelling framework that highlights the often-overlooked value of contributions of late-career educational leaders as custodians of institutional knowledge, mentors of emerging leaders, and architects of sustainable organisational change.
Khanh-Duc Kuttig is an EFL instructor at the University of Siegen in Germany and has been involved in teacher professional development through various teacher associations.
Brigitta R. Schvarcz, PhD, is an assistant professor of TESOL and head of the Unit of English as a Foreign Language at the Hebrew University of Jerusalem.
Kate Mastruserio Reynolds is a Professor of Multilingual Education and Literacy at Central Washington University.
Ethan T. Santos-Trinh, PhD is an educator, researcher, and community-engaged leader whose work centers on global education, multilingualism, identity, and belonging.