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Cooperative Development: A way of being?


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On October 31st, Julian Edge delivered this presentation at the 3rd National Symposium on Foreign Language Teacher Education and Development, Chengdu, China.

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Cooperative Development: A way of being?

  1. 1. Dr Julian Edge University of Manchester
  2. 2. In-Service Foreign Language Teachers’ Professional Development: Theories, Approaches and Methods Innovation
  3. 3. Philosophy and values Training, education and development Outlining a way forward Some key notes
  4. 4. PRAGMATISM Aware, committed, purposeful action If something is not useful in practice, it cannot be good in theory. Theorising is a process built up through reflection on experience. Innovation is something that is done.
  5. 5. Diversity Inquiry Cooperation Respect
  6. 6. You can train me and you can educate me, but you cannot develop me. I develop. If you wish to facilitate development for someone else, you cannot try to determine the outcome.
  7. 7. Some version of on-going reflective practice / action research Here, the key question is not, ‘Did it work?’, or even, ‘Is that true?’, but ‘What have I learned from this?’
  8. 8. Extending communicative repertoire. Not as a way to teach, but as a way of supporting teacher learning. Although there are effects on teaching.
  9. 9. Learning through: Intellect Experience Articulation / Expression
  10. 10. A non-defensive Speaker pursuing Exploration Discovery Action
  11. 11. A non-judgmental Understander, offering  Respect  Empathy  Sincerity
  12. 12. With eyes and face and body and gesture and heart and mind and spirit: to make the Speaker feel well-listened-to.
  13. 13. ‘Let me see if I’ve got this right. What you are saying is … and I get the impression that you feel …’
  14. 14. ‘You’ve talked about xxxx and yyyy and zzzz. Is there anything in what you’ve said so far that you think you’d like to go into in more depth?’
  15. 15. ‘I hear you saying xxxx now, and earlier you said yyyy. Is that right? Are those ideas connected at all?’
  16. 16. ‘I hear you saying xxxxx at this point. I’m not sure how that fits with what I understood before, when you were saying yyyyy. Have I got those two points right?’
  17. 17. ‘So, coming out of what you’ve said so far, can you see a clear goal that you’d like to set yourself?’
  18. 18. U: So, the feeling you have is that you want to be able to take on a piece of work, get it done and move on to the next thing. S: Yes. U: You know your work experience isn’t like that, because people come and give you things you can’t ignore … S: That’s right.
  19. 19. U: And you’re looking to try to make the situation better by having a way of prioritising what people give you and a clear time-slot of the day, and so you match them up. Is that right? S: Yeah. It all sounds very … You know, as I listen to you, it makes me think maybe … Maybe I am looking at it the wrong way. Maybe really I should be attacking more my own expectations.
  20. 20. U: Uh-huh S: I mean, I was thinking of that as an unsolvable thing because of just who I am. But maybe that is a clearer path to feeling more satisfied about what I’m doing because maybe what I’m doing is actually OK. U: Right. S: Mmmmm.
  21. 21. ‘OK, if that is the goal, do you want to work on how you’re going to get there — what you’re actually going to do?’
  22. 22. ‘Mmmm, or perhaps if I could write it on the board and say, ‘This is what you have to do.’ And then, they could, they could follow, they could write it down, they could copy it down, yes, maybe that’s a good idea, to stop the confusion caused by the oral explanation of the instructions.’
  23. 23. U: So, you think the confusion is caused by the oral explanation of the instructions? S: Eh, it certainly is a part, a major part, yeah, I think it is. I think that’s right. I need to try it. I do write on the board sometimes, but I’m not consistent. Mmm. Maybe that’s the problem, then, I am not consistent about it and they don’t know what to expect. Mmm, that could be a discovery there! (laughs)
  24. 24. ‘Shall we fix a time and place for the next meeting?’
  25. 25. Edge, J. 2011. The Reflexive Teacher Educator in TESOL: Roots and Wings. Routledge. Edge,J. 2002. Continuing Cooperative Development. University of Michigan Press. Rogers, C. 1980. A Way of Being. Houghton Mifflin. Rogers, C. 1961. On Becoming a Person. Houghton Mifflin.
  26. 26.
  27. 27. In-Service Foreign Language Teachers’ Professional Development: Theories, Approaches and Methods Innovation
  28. 28. As much a question of: personal capacity as of a list of competencies; the kind of person you want to be as of the skills you can learn; internal growth as of external models.
  29. 29. Teachers do not need to be given new methods in order to improve their development so much as they need support for their development in order to improve their methods.
  30. 30. In-service development is less about applying theory than it is about theorising practice: What did I try to do? What did I learn from it? How can I share and develop this? So, what comes next?
  31. 31.