1. Essential aspects of teaching English in teacher professional development programs Rokhlina Elena Saint-Petersburg State University, Russia

2. Outline 1.What is seen as Continuous Professional Development 2.Standards and curriculums (syllabi) 3.Approaches and main components 4.Sample (CPD in Russia)

3. Definition(s) and scope 1.CPD - continuing/continuous professional development involves enhancing the knowledge, skills and experience related to professional activities following completion of formal training 2.Mandatory continuing education - certain individuals are required to keep up with modern developments by law

4. Standards (and curriculums) 1.National standards are regulated by Law for Higher Education (except Russia “Law for education”)* 2.Curriculums are developed according to the Law and have to meet state standards*

5. Basic principles to treat CPD in higher education in Russia 1.A degree in subject teaching from pedagogical institutions of higher education (and colleges) A training course in subject teaching methodology 2.A degree in subject from the university (or other institutions of higher education) CPD programs/courses: teacher vs researcher/professional 3.A degree in language teaching A training course in language teaching methodology/CLIL (certificates)*

6. What are the essentials? 1.Needs analysis and feedback (put together your assumptions and their expectations) 2.Awareness of up-to-date requirements 3.Legislation, globalization and other restrictions (syllabi have to be designed according to curriculum and follow a certain format*) 4.Assessment criteria should be stated in the syllabus

7. Methods 1.Questionnaires 2.Tests 3.Quantitative analysis (number of trainees, number of certain responses to questions; number of high grades etc.) 4.Qualitative (case study of groups over 6 years)

8. Findings 1.Teachers’ needs might be rather different from the officials idea of the CPD 2.Their backgrounds and experience in teaching vs their research skills 3.Many teachers-researchers are pro-active about CPD (taking CPD courses; taking part in conferences, seminars & webinars)

9. Language aspects 1.Writing: recognition of genres, modes of discourse, and styles* 2.Vocabulary/ terminology: a. general academic vocabulary b. specific terminology in the field – awareness of differences of notion scope and meaning* – awareness of different ways of introducing terminology to students – accurate spelling and pronunciation 3. Listening and reading strategies

10. Methodology and management* aspects 1.Academic management*: requirements for Bachelor, Master, and Specialist programs designing syllabi in accordance with the curriculum* (not for CPD) 2.Managing the classroom (maintaining discipline, building rapport with the group, choosing appropriate lecturing styles, setting deadlines etc.) 3.Methodology: subject knowledge introducing terminology assessment policy

11. Technologies in education 1.University teachers use LMS (Moodle, Sakai, Blackboard)* 2.They do not use and will not use chats, 3.They are confident about technologies* and cautious about overusing it 4.They use technologies for their CPD (innovations; publications; research)

12. The future of CPD (Russian case) 1. More enthusiasm from professionals less support from local authorities and government (wider enrollment on on-line CPD courses and programs) 2. Initiatives from universities to design standards for CPD (concerning knowledge areas, competences, and skills) 3. Development of different standards for teachers* and researchers

13. Questions are welcome!