Introduction: Online Teacher Education and Professional Development in TESOL

Document Type : Original Article


University of Sydney, Australia


Seven articles in this issue address teachers’ beliefs and experiences with on-line professional development, the affordances offered by self-directed PD, the interactional processes that take place during on-line discussion groups, the changes in professional knowledge that group interaction can facilitate, the role of teacher reflection, the delivery of a course in on-line format, and challenges teachers face in switching to in-line instruction.