The Cambridge University Press and Assessment pilot for their long-running blended teacher development programme began in 2019 and supported the continuing professional development of 200 primary and secondary teachers in the Japanese state education system.
Teachers were supported through a combination of face-to-face workshops , online study, and guided application through classroom-based assignments. Chris worked with 46 participants in Japan’s Hyōgo, Nara and Niigata prefectures as a moderator on the 8-month project.
Participants explored the following areas; teaching communicatively, lesson planning, the role of the teacher, psychology of language learning, teaching grammar, vocabulary and pronunciation, developing speaking and reading skills.
