Context
Across the Middle East and North Africa (MENA), strengthening the quality of English language teaching remains a central priority for education reform. Teacher professional development plays a critical role in this process, but teacher educators and programme designers often face challenges in identifying practical, research-informed approaches that can be applied in diverse national contexts.
Many professional development programmes rely heavily on theoretical frameworks or externally developed models that may not fully address the everyday realities faced by teachers in the region. Teacher educators therefore require accessible, evidence-based guidance that translates research insights into practical strategies that can be implemented in teacher training programmes and classrooms.
To address this need, the British Council commissioned a series of 'How to…' guides as part of its English for Education Systems work in the MENA region. The aim was to provide concise, research-informed resources that would support teacher educators, programme designers and institutions in planning and delivering effective professional development for English language teachers. The guides were also designed to support teachers undertaking self-directed professional learning.
Implementation
The project produced a series of short, practical guides addressing key areas of teacher professional development. Each guide combines evidence-based insights with concrete recommendations and references to relevant research literature.
Three guides were developed by leading specialists in teacher education:
- How to encourage teachers to engage with research (Daniel Xerri)
- How to support teacher motivation, identity and resilience (Mark Almond)
- How to support teachers in teaching English to learners with Special Educational Needs and Disabilities (Phil Dexter)
The guides were designed to serve multiple audiences. For teacher educators and programme planners, they provide structured advice on designing professional development initiatives. For teachers, they function as self-access resources supporting reflective practice and ongoing professional growth.
To maximise reach and accessibility, the guides were published on the TeachingEnglish website, allowing them to be accessed freely by educators across the region and globally. They were also integrated into a wider dissemination programme, including a Teacher Educator webinar series (2022–2023) in which each author presented the key ideas from their guide and engaged directly with educators participating in the sessions:
- How can teacher educators encourage teachers to engage with research?
- How can teacher educators encourage motivation, a sense of identity and resilience?
- Helping teachers who have learners with Special Educational Needs and Disabilities
These webinars provided an interactive platform for exploring the themes of the guides, enabling participants to discuss practical applications, share experiences from their own contexts and deepen their understanding of the topics.
Impact
The 'How to…' guide series has contributed to strengthening the evidence base for teacher professional development across the MENA region by making research-informed practices more accessible to practitioners.
By translating academic research into concise, practical guidance, the resources help teacher educators and programme designers incorporate more effective approaches into training programmes. The topics addressed — teacher research engagement, professional motivation and resilience, and inclusive education for learners with SEND — reflect critical priorities for improving teaching quality and supporting diverse learners.
Publishing the guides on the TeachingEnglish platform has ensured that the materials are widely accessible, supporting educators both within formal professional development programmes and through independent learning pathways. The accompanying webinar series further expanded engagement by creating opportunities for dialogue between authors and practitioners.
Together, the guides and associated webinars form a flexible professional learning resource that supports both institutional training initiatives and individual teacher development. In doing so, the project contributes to the broader goal of strengthening teacher education systems and improving the quality of English language teaching across the MENA region.