British Council evaluations converge: one-off training doesn’t stick. Sustained, practice-based CPD with communities of practice, teacher agency and accreditation works better.
Indonesia evaluation (2025)
Renandya et al.: 486 teachers, 34 teacher educators. Reported gains in engagement, confidence, spoken English and student-centred methods (including gamification, PBL, storytelling); motivation came through Communities of Practice. Barriers: internet, time, workload, weak incentives. Needs analysis: many classrooms still teacher-centred.
Scalable TPD (2026)
14 case studies: quality elements are collaborative design, expert-led curriculum-aligned content, inclusive delivery, teacher agency and efficacy, accreditation. Teacher Activity Groups are a low-cost, teacher-led format.
Limits
Sponsor’s own evaluations; no control groups; self-report.
Apply in my context (Claude)
- A monthly Teacher Activity Group across the three Rahimov branches, around one idea note from this vault, is a cheap CoP. Accreditation could tie into the school checklist.
- Cite the Indonesia gamification finding cautiously: it’s self-reported adoption, not learning outcomes.
Connections
British Council CPD framework - professional practices map · The PDA on intensive DELTA - six fixes