• Atiya khan

  Author

The adoption of current technologies for teaching by English teachers in India is at the
initial stage, as teachers require encouragement, opportunities and guidance to utilise
innovative forms of professional development (Patel, Darji, & Mujapara, 2013). Moreover, long
established, formal, and large-scale professional development workshops for English teachers in
India leave little room for them to use ICT effectively for teaching their particular subject and in
their particular teaching contexts (Prince & Barrett, 2014). As long as effective change in
professional development is not achieved, ICT investments in Indian schools will continue to be
largely ineffective. This paper reviews understandings and practices of the professional
development of English teachers in different settings in India. It represents a broad spectrum of
issues that are of concern for the professional development of English teachers in India, the issue
of endangered praxis, challenges in the use of ICT in ESL classrooms, recent initiatives in
teacher professional development, and the importance of school support in innovative
professional development of English teachers in India.

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