There is a common saying in education: teachers never stop learning. Yet we rarely discuss what happens when teachers step into the role of developing other teachers. Moving from leading a primary classroom to training adult educators requires a completely different mindset. It is no longer just about delivering lessons; it is about unpacking the often-invisible mechanics of effective pedagogy so that others can understand, adapt, and replicate them.
This past April, I had the privilege of exploring this transition in depth. Representing Abdul Kadir Molla International School, an authorized Cambridge TKT Examination Centre, I attended an intensive two-day Training of Trainers (ToT) workshop on the Cambridge Teaching Knowledge Test (TKT), hosted by Englishology.
As a Head of School (Primary), PYP Coordinator, and CLSP Coordinator, the experience reinforced my belief in the value of globally recognized frameworks such as Cambridge in strengthening local educational communities.
Dismantling the “Jagged” Teacher Profile
One of the most thought-provoking discussions during the workshop centred on the reality that most teachers possess what can be described as a “jagged” skill profile. A teacher may excel at building strong relationships with students and integrating digital tools such as Padlet or Kahoot, yet struggle with equally important fundamentals such as giving clear instructions or organizing effective board work.
This is where the Cambridge English Teaching Framework (CETF) proves invaluable. Rather than relying on subjective feedback such as, “That was a good lesson,” the framework provides an evidence-based developmental pathway. By assessing teachers across clearly defined stages—from Foundation to Proficient—it enables educational leaders to identify specific areas for growth and create targeted professional learning plans.
What It Means to Train for the TKT
The Teaching Knowledge Test (TKT) is often viewed simply as a credential that enhances a teacher’s professional profile. However, throughout the workshop, we explored it from the perspective of a trainer.
Preparing candidates for the TKT requires more than content knowledge. Trainers must help teachers understand the structure and demands of the examination, navigate time-management strategies, and engage deeply with key pedagogical concepts across the core modules of language systems, lesson planning, and classroom management, as well as specialist areas such as Young Learners and CLIL.
Equally important was the workshop’s emphasis on experiential learning. Rather than merely discussing effective training practices, we experienced them firsthand through Kolb’s Learning Cycle:
• Concrete Experience – engaging in or observing a task
• Reflective Observation – considering what happened and why
• Abstract Conceptualization – drawing conclusions and building understanding
• Active Experimentation – applying new learning in practice
Designing professional development around this cycle ensures that learning moves beyond theory and translates into meaningful classroom impact.
Looking Ahead
As trainers and educational leaders, our responsibility is to bring global standards into local contexts. Experiences such as this ToT workshop serve as a reminder that effective teaching is not an innate talent; it is a professional craft that can be studied, measured, refined, and continuously improved.
Equipped with the Cambridge frameworks and inspired by a community of passionate educators, I feel even more optimistic about the future of teacher development and language education.
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