Implementing a Peer-Supported CPD Cycle for Student-Centred and Inclusive English Teaching

Institution: Tajik International University of Foreign Languages named after Sotim Ulughzoda
Pathway 3: Curriculum & Institutional Development
Team: Gulzira Sobirova, Maliha Odinaeva, Mehrubon Amoni, Parvina Mirzoeva
Focus: Establishing a peer-supported CPD cycle to promote student-centred and inclusive approaches to English teaching.

Reflect on the progress you have made in implementing your mini-project so far. Consider your original aims, the activities you have carried out, the outcomes achieved, and the challenges you have encountered. Support your reflections with specific examples or evidence wherever possible. If some activities are still in progress, explain what you have achieved to date, what you have learned, and what your next steps will be. Focus on progress, impact, lessons learned, and priorities for further development, rather than simply describing the activities you have completed.

1. What progress have you made in establishing and implementing the peer-supported CPD cycle?
2. What have you learned from peer observations, feedback sessions and collaborative reflection?
3. What changes have participating teachers or student teachers made to their teaching practices as a result?
4. What examples demonstrate progress towards more student-centred and inclusive teaching?
5. How have participants responded to the process, and what challenges have you encountered in sustaining their engagement?
6. What aspects of the CPD cycle have worked well, and what would you change based on your experience so far?
7. What are your next steps for embedding the cycle in departmental practice and sharing it with other colleagues?