1. Frank Giraldo
Masters in English Didactics
University of Caldas
2. Exploring CLT
possibilities in a
for In-service English
3. A Professional Development Program
In-service / Pre-service English language
teachers’ classroom performance
4. Question and Purpose
What is the effect of a
Professional Development Program
on the in-service and pre-service English language
classroom performance in an English language institute?
• Find out nature of impact of PDP on the teachers’
to work collaboratively
to analyze and change experience
• Educating teachers
in a post-method pedagogy
on context-sensitive grounds
7. Needs identified among in-service teachers
Problem: Birth of action research cycle
8. General Objective
performance of in-service and
pre-service English language
What is the effect of a Professional Development Program on
the in-service/pre-service English language teachers’
classroom performance in an English language institute?
9. Specific Objectives
1. To increase teachers’ awareness about their own classroom
2. To strengthen the teachers’ practice of current methodologies
for language teaching.
3. To raise teachers’ awareness on the importance of students’
motivation and participation in class.
4. To promote a principled approach to grammar teaching.
5. To foster the inclusion of tasks for different learning styles and
11. Current Methodologies for
Stryker and Leaver, 1997
Richards and Rodgers, 2001
Bingham and Skehan, 2002
Student Motivation and
Lightbown and Spada, 2006
Dörnyei and Ushioda, 2011
Learner Styles/Learning Strategies:
Lightbown and Spada, 2006
Oxford, 1990; 2003
12. Álvarez and Prada
Cadavid, Quinchía, and Díaz
Burrell and Morgan, 1979
Carr and Kemmis, 1983
15. Needs identified among in-service teachers
17. The Professional
7 sessions, 3 hours, weekly
Praxizing (Sharkey, 2009)
Discussions of readings assigned prior to workshops
Class observations: live and videoed
Planning, executing and reflecting upon lessons
Talks by experts; talks with students
20. • The in-service teachers made effective
connections between theory and practice
through the design of a lesson plan. This
practical activity demanded conscious work
• There were contradictions between what
they said they did and what they really did
in their teaching. The analysis of their own
lesson plan helped them reach that
• There was an increasing awareness towards
Communicative Language Teaching.
21. • The tutor guidance was key for good results.
When I interacted with them, the practical
activity was more enriching.
• Observation went well because it combined
theory and practice.
• The lesson plan with activities from the three
current methodologies helped them relate theory
• There was more individual attention to every
single in-service teacher.
• There was an increasing awareness on
structuring activities more logically.
22. Participant # 2
• S/He has changed his/her teaching.
• S/He has more theory to apply in classes
and has positive results among students.
• S/He has been able to become aware of
his/her and his/her students’ progress.
• S/He has applied all current
methodologies for language teaching.
S/He didn’t do it before but is now. S/He
has seen the results.
23. Participant # 2
• S/He has increased his/her interest in
these methodologies and has applied
them, which s/he didn’t do before.
• S/He has developed strong interests
towards task-based language teaching and
in general towards all current
methodologies for language teaching.
24. Participant 4
Students use language structures meaningfully
and to interact with others. Language at the oral
level is then used for a writing product, which
means activities are coherent somehow.
Your grammar teaching is improving continuously
and the pacing is consistent. Lesson coherence:
between eliciting parts of a house, describing
your own as support and listening activity, and
the students talking about their own house,
coherence was high.
25. Participant 4
Give tasks a clear communicative goal.
They wrote the routine to show you their
linguistic competences, which is perfectly
fine. In CLT and TBLT, what would they do
The way they did the writing was only for
language display purposes, not for
26. “So, for example, when I would give
my lesson on Saturday, and then we
would have the course on Thursday,
and it was about a certain, you know,
concept or something, then I would
reflect if I have done it, if I haven’t
done it; if I should do it better, how
should I do it better? So, I would be
constantly reflecting, you know, on
what I already know and how I can
improve that, and yeah.”
Extract from an interview.
On classroom performance
Holistic view of language
Principled approach to grammar teaching
Structured, coherent teaching
Planning based on current methodologies
Care for students’ needs and motivation
On awareness of teaching and classroom
Noticeable improvement in grammar
Beginning practice in methodologies for ELT
Sensitivity towards students’ needs and
On the Professional Development Program as a Reason
Successful combination of theory and practice:
Theory and classroom activities
Experiential learning activities
Talks by experts
Practical planning activities
Reflection upon teaching
Role of teacher educator
- Feedback on practical planning activities: making sense of theory
- Observation cycle: Pre, while, post (reflection in action)
- Reflection on action: Theorizing from practice
31. Professional development programs do
have an impact on teachers’ classroom
Conditions for this to happen:
•Teachers’ prior knowledge.
•Sensitive to teachers’ needs.
•Not a top-down agenda.
•Careful needs analysis: Experience,
knowledge, beliefs, skills.
32. Theory and practice have a symbiotic
relationship in professional development
programs, and this relationship directly
benefits teachers’ classroom practice.
•Teachers using, criticizing and adding to
•Bringing improvement thanks to
•Theory: reflects teaching needs, explicit
use of it in workshops; meaningful use of
it; practice and follow-up.
33. The teacher educator plays an important
role in helping teachers improve.
What should this role be like?
•Focus on strengths and aspects to improve.
•Connect theory and practice: Critical questions.
•F2F contact; monitoring plan: Observation
•Talking about teaching; making sense of
•Professional growth and feedback for PDP.
34. Special recommendation
Licenciaturas should consider
the findings in this AR study.
Use them how?
•Subjects combining theory
•Attention to practicum
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