Learning to Teach: The Continuing Professional Development Realities of English Language Teachers in Cameroon

Author:

Focho Gladys Ngwi

Publisher

Springer International Publishing

Reference48 articles.

1. Alemnge, F. L. (2021). The new syllabi for Cameroon secondary education: A description of the organisation of salient elements. Open Access Library Journal, 8, e6994. https://doi.org/10.4236/oalib.1106994

2. Banegas, D. L., Bullock, B., Kiely, R., Kuchah, K., Padwad, A., Smith, R., & Wedell, M. (2022). Decentring ELT: Teacher associations as agents of change. ELT Journal, 76(1), 69–76. https://doi.org/10.1093/elt/ccab090

3. Borg, S. (2006). Teacher cognition and language education: Research and practice. London.

4. Borg, S. (Ed.). (2015). Professional development for English language teachers: Perspectives from higher education in Turkey. The British Council.

5. Breton, R., & Fohtung, B. (1991). Atlas administrative des langues nationale du Cameroon [Administrative atlas of the national languages of Cameroon]. CERDOTOLA, CREA-ACCT.

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