Faculty Profile


Dr. Amol Padwad


MPhil, PhD in English from RTM Nagpur University; MA (Russian) from EFLU Hyderabad, LLB from RTM Nagpur University, PGDTE from EFLU Hyderabad, MEd (TESOL) from Leeds University, UK

Past Experience

Began career as a primary and then secondary teacher; have been a tertiary level teacher for nearly 30 years now. Also work as ELT consultant, trainer, trainer trainer and research mentor.

My Zone / Area of Expertise

Secretary, All India Network of English Teachers (AINET), Member, IATEFL UK, Henry Sweet Society UK, AIAER, AESI



  • (With Bolitho, Rod) (In press, 2018) Continuing Professional Development. CUP
  • (With Smith, Richard and Bullock, Deborah) (2017) Teaching in Low-resource Classrooms: Voices of Experience. London: British Council
  • (2014) Research in English Language Education in Indian Universities: A Directory.Lulu.
  • (With Bolitho, Rod) (2012) Continuing Professional Development: Lessons from India. New Delhi: British Council.
  • (With Gunashekhar, Paul Pawelec, Daphne) (eds.) (2011) Starting, Stimulating and Sustaining English Language Teacher Education and Development. Chennai: British Council.
  • (With Dixit, Krishna) (2010) Continuing Professional Development: An Annotated Bibliography. New Delhi: British Council.


Articles in research journals

  • (2018) Supporting teacher researchers: Some issues. ETAS Journal Special Supplement
  • (2016) Cultural roots of teacher associations – A case study from India.ELTJ, 70 (2): 160-169.
  • (2013) The Question of Culture in Teaching a Language. Sakshep,1: 61-68
  • (With Mackenzie, Alan) (2012) Working across cultures – Issues in managing a teachers’ association. Developing Teachershttp://developingteachers.com/articles_tchtraining/tchassoc1_alan_amol.htm
  • (With Dixit, Krishna) (2008) Impact of professional learning community participation on teachers’ thinking about classroom problems. TESL-EJ, 12 (3) (http://tesl-ej.org/ej47/a10.html)

Chapters in books

  • (Forthcoming, 2018) English language teaching: Critical comments. In Ian Eyres, Robert McCormick and Tom Power (Eds) Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh. London: Bloomsbury Academic.
  • (With Dixit, Krishna) (Forthcoming 2018) Intentions of teaching and failures of learning: Teaching-learning English in India.In Nicola McLelland and Richard Smith (eds). The History of Language Learning and Teaching (Volume 3: Across Cultures). Oxford: Legenda.
  • (With Parnham, Jon) (Forthcoming, 2018) Teacher networks in the wild – Informal ways teachers can work together for their professional development. In Steve Walsh and Steve Mann (Eds) Routledge Handbook of English Language Teacher Education. Oxford, UK: Routledge.
  • (2017) Action research and teacher improvement. In David Hayes (Ed.) Nepal English Language Teaching Research Papers. Kathmandu: British Council.
  • (With Dixit, Krishna) (2017) Coping with curricular change: An Indian teacher’s perspective. In Martin Wedell and Laura Grassick (Eds.) International Perspectives on Teachers Living with Curriculum Change. Basingstoke, UK: Palgrave MacMillan
  • (With Dixit, Krishna) (2016) Teacher classroom behaviour and teacher motivation. In Matthew Apple, Dexter da Silva and Terry Fellner (Eds.) L2 Selves and Motivations in Asian Contexts. Bristol, UK: Multilingual Matters. 151-171.
  • (2016) Rethinking teacher motivation for professional development. In George Pickering and Paul Gunashekhar (Eds.) Ensuring Quality in English Language Teacher Education: Selected papers from the fifth International Teacher Educators Conference, Hyderabad, India, 27 February-1 March 2015. New Delhi: British Council. pp. 35-42.
  • (With Dixit, Krishna) (2015) Issues in ESL teacher development in Indian context. In Mike Beaumont and Tony Wright (Eds.) Experiences of Second Language Teacher Education. Basingstoke: Palgrave.
  • (With Dixit, Krishna) (2014)CPD Policy ‘Think Tank’: An innovative experiment in CPDthinking. In David Hayes (Ed.) Innovations in the Continuing Professional Development (CPD) of English Language Teachers. London: British Council. pp. 249-268.
  • (With Dixit, Krishna) (2012). Exploring multiple stakeholders’ views on CPD. In Rod Bolitho and Amol Padwad (eds.) Continuing Professional Development: Lessons from India. Delhi: British Council. pp. 11-22.
  • (2011) Professional Development – why bother? In Paul Gunashekhar, Amol Padwadand Daphne Pawelec (Eds.) Starting, Stimulating and Sustaining English Language Teacher Education and Development. Chennai: British Council. pp. 10-15.
  • (With Dixit, Krishna) (2011) ELE policy and pedagogy in India: A study of the National Curricular Framework for Teacher Education. In Leslie Farrell, U. N. Singh and R. A. Giri (eds.)English Language Education in South Asia: From Policy to Pedagogy. New Delhi: CUP.pp. 245-257.
  • (2010) Towardsunderstanding rural ELT. In Francis Peter (ed.)Indian Voices in ELT. Delhi: Viva Books. pp. 20-27.