Teacher Training and Professional Development for Task-Based Instruction

Abstract

Task-Based Instruction (TBI) has become an influential approach in language education, emphasizing real-world tasks to facilitate language acquisition. However, the successful implementation of TBI relies heavily on the preparedness and ongoing professional development of teachers. This study investigates the current state of teacher training for TBI, identifies the key challenges educators face, and offers recommendations for effective professional development programs. The findings highlight the importance of targeted training, continuous support, and the provision of practical resources to enhance teachers' competence and confidence in applying TBI.