·       access to new information (by reading, lectures and models);

·       activities that raise the learner-teachers’ self-awareness of past experiences, and current beliefs, practice and knowledge;

·       direct personal experience, in language learning, microteaching, and teaching practice;

·       indirect experience of teaching, for example by structured observation;

·       opportunities to reflect privately on these inputs and experiences, for example. by means of reflective writing;

·       opportunities for dialogue with fellow teachers and others, addressing one’s practice, beliefs and the social pressures affecting one’s work;

·       development of skills and attitudes which enable teachers to get the most from the above activities: study skills, observation skills, and team skills.

·       Sociocultural perspectives: define learning as a dynamic social activity situated in the physical and social contexts in which we participate (Lave and Wenger 1991, Ng & Hung 2003)

·       Situated in practice & address practical problems

·       Conducive to teacher development: exploratory learning, reflecting, collaborative learning & collective problem solving

·       Teachers: active learners in a participant – driven inquiry