Conducting Online Courses for the Professional Development of English Teachers
Integration of Synchronous and Asynchronous Components
DOI:
https://doi.org/10.18861/cied.2025.16.especial.4065Keywords:
online courses, professional development, synchronous, asynchronous, teacher training, pedagogical competenciesAbstract
The design and implementation of teacher training courses for English teachers demand careful strategic planning to integrate synchronous and asynchronous components effectively. Such courses play a critical role in fostering meaningful professional development by addressing the unique needs of educators and their educational contexts. This article examines the essential considerations for creating an online learning environment that supports both theoretical understanding and practical application. Key aspects discussed include aligning learning objectives with interactive and engaging activities, leveraging accessible and user-friendly technological tools, and cultivating spaces for reflection, collaboration, and knowledge sharing among participants. The integration of synchronous sessions enables real-time interaction, fostering a sense of community and immediacy, while asynchronous components provide flexibility and opportunities for self-paced learning. Together, these elements ensure a balanced approach to teacher development. The article also highlights strategies for bridging theory and practice, ensuring that educators can apply course content to real-world classroom scenarios. These strategies include using case studies, project-based tasks, and reflective exercises tailored to the challenges teachers face in their practice. The conclusion emphasizes the importance of designing culturally and linguistically inclusive learning experiences that not only strengthen teachers' pedagogical and linguistic competencies, but also enhance their capacity to create effective language learning opportunities for students. By prioritizing sustainable and context-sensitive approaches, these courses can contribute significantly to improving language education outcomes. Furthermore, it follows Guskey (2002) in valuing the assessment of instances of professional development with a view to improvement.
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