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Teacher training vs cpd


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presented in spring 2018

Published in: Education

Teacher training vs cpd

  1. 1. Teacher Training vs. Continuous Professional Development Marisa Constantinides and George Vassilakis
  2. 2. The Name Game Pair up with someone you don’t know. Guess their name and any other facts about them. Later – share real names and facts and talk about how you formed your impressions.
  3. 3. Reflection • What level of learners could you use this activity with? • What kind of learners would the activity be appropriate for (e.g. Adults? Young learners? Learners preparing for an exam? Learners in a conversation class?) • What language (grammar, vocabulary, functions, etc) do the learners need to carry out the activity successfully? • What is the aim of the activity? • What other activities would precede / follow this activity in a lesson? What would the overall aim of the lesson be? • What sequence of lessons might that be part of?
  4. 4. Training vs. Education Teacher training •”technical” •”how to” • ready-to-use techniques • limited/no reflection Teacher Education •all-round competence •underlying knowledge development •reflection on experience •understanding of principles •context-sensitive conscious choices
  5. 5. The Teacher I was The Teacher I am The teacher I hope to be Lacked confidence Was afraid My students were unruly Super confident Fearless Obedient students Profiling your own development needs
  6. 6.
  7. 7. Personal Qualities • Positive • Optimistic • Shy • Insecure Professional Understanding • Ignorant • High lang proficiency • Low lang awareness • Ignorant re theories of learning Technical Know-how • Drilling • Limited in Memorization • Few or no Games • Low edtech knowledge The Teacher I was The Teacher I am The Teacher I hope to be Personal Qualities • Positive • Optimistic • Confident • Secure Professional Understanding • Knowledgeable • High lang prof • High lang awareness • Knowledgeable re learning theories Technical Know-how • Drills well • Wide range of memorisation techniques • Lots of games • Good with edtech
  8. 8. Train First! Teachers, [...] as providers of a paid service, are fully accountable for the content and process of teaching, and at least partly accountable for its outcome. This is where the analogy breaks down. As a learner client, I’m not concerned with what my teachers’ level will be in a few years; I’m concerned with what it is now. Gavrielatos, C, 2002, Standards and Developments in ELT, ELT News 165, November 2002, p. 11
  9. 9. Teacher Development: Continuous Professional Development • Assessing own performance • Setting development goals • Seeking ways of developing • action research • collaborative teacher development • personal learning networks • further education / training • Assessing own progress • Evaluating own development •Potentiality •Actuality •Accountability
  10. 10. Overview of Language Teacher Competences EAQUALS 2013: The EAQUALS Framework for Language Teacher Training and Development
  11. 11. CPD comes in many forms How do you decide?
  12. 12. What can a course offer?
  13. 13. What can a course offer?
  14. 14. What can a course offer?
  15. 15. Teacher Development is sustainable and rewarding when based on a solid Teacher Education programme
  16. 16. KARDS for Teacher Education Kumaravadivelu (2012), Language Teacher Education for a Global Society ANALYSINGKNOWING RECOGNISING DOING SEEING
  18. 18. KARDS for Teacher Education KNOWING RECOGNISING DOING SEEING • Linguistic knowledge • Knowledge of language acquisition • Knowledge of techniques and resources • Technical knowledge: know-how
  19. 19. KARDS for Teacher Education KNOWING RECOGNISING DOING SEEING • Analysing the learners • Analysing the learning context • Analysing the learners’ needs • Analysing the requirements
  20. 20. KARDS for Teacher Education KNOWING RECOGNISING DOING SEEING • Recognising our own identities • Recognising our beliefs and prejudices • Recognising our values
  21. 21. KARDS for Teacher Education KNOWING RECOGNISING DOING SEEING • Teaching • Engaging in dialogue with learners • Engaging in dialogue with other teachers
  22. 22. KARDS for Teacher Education KNOWING RECOGNISING DOING SEEING • Seeing from the learner’s perspective • Seeing from the teacher’s perspective • Seeing from the observer’s perspective
  23. 23. Components of a Teacher Education Programme EXPERIENTIAL AWARENESS-RAISING Team teaching Teaching Practice Language Lessons Data Lesson plans Lesson videos Teaching materials Teacher’s diaries Case studies Samples of learners’ work Tasks Comparing Evaluating Designing Improving Adapting Assessing Procedures Workshops Buzz groups Tutorials Lecturettes Roleplays Games Guided reading Projects Online chat Collaborative docs Adapted from Ellis, R. 1990. Activities and Procedures in Teacher Education
  24. 24. Planning – Language Analysis
  25. 25. Planning - a sequence of lessons
  26. 26. Teaching – Observing – Being observed
  27. 27. Trainee teacher evaluation notes – after teaching practice
  28. 28. Learner Profile
  29. 29. Introspection My boss calls me “fun, funny, and full of fizz”, which is about right. Although what my students must do according to the curriculum is often horribly dry and dull, I try to mix it up with more interesting, amusing and personalized activities to keep them engaged. We have a good but professional rapport; they like me, even though I’m tough. It’s important to my girls that they know I care about their success, and I do. I try to build an atmosphere of trust so that my students feel free to make mistakes, and try to make the class a place of collaboration, not competition.
  30. 30. Introspection Since beginning the course, I have had the opportunity to reflect on my teaching and identify both my improvements, as well as lingering and arising issues in my practice. I shall consider each of these in turn before formulating a plan for the remainder of the course. 1.0 – Developments in Practice Following the diagnostic observation, a number of points emerged from my self reflection and the comments from my tutor. The bulk of my issues seemed centered around issues of lesson planning and language awareness, rather than execution/implementation within the classroom. Although my understanding of how to identify and write appropriate aims is still evolving, I believe I have made some progress in this area. Consider this quote from my tutor’s feedback for my first teaching practice (TP): “The lesson aims related to assigning word stress are clear enough; however there were other aims which were not listed, e.g. listening to a conversation which contained the TL items; despite this ommission, the candidate shows awareness of the aims related to the listening part of the lesson and describes them adequately as stage aims in his description of the lesson procedure.” At this point in the course, I believe I displayed variable control and awareness of my aims and aims writing. This compares with the aims feedback from my second TP: “A well-planned, coherent lesson with appropriate aims and teaching procedures which serve these aims and are appropriate to the context and the learners.”
  31. 31. Reflecting on lessons My main struggles with my teaching practices (both assessed and unassessed) have been missing the level, talking too much and timing! It was obvious to both of my tutor-observers that I have not taught learners at this low a level before. It has been a struggle to figure out just what they can and cannot do, and this was one of my goals from Stage 2. I have been paying attention, and most of my materials have been appropriate, with the exception of my lexical set lesson, which was too easy. My activities have been fun and useful and not too difficult, with a couple of exceptions (such as the last exercise in my second lesson. I do still over-plan, but in my last assessed lesson and in my last non-assessed lesson I built in activities that could be cut if they proved too difficult or I ran out of time. I have found it’s a good idea to consider what activities are flexible.
  32. 32. Initial training and qualification e.g. a Cambridge CELTA Level 5
  33. 33. Further training and validation e.g. a Cambridge Delta + Level 7
  34. 34. Teaching is Multidisciplinary Professional Understanding Personal Qualities Technical know-how
  35. 35. Language Knowledge Methods & Techniques Personal qualities Cultural Awareness Using technologyAcademic PursuitsMaterials Design Approaches to teaching Learning Theories Using coursebooks Testing Planning lessons and courses Teaching is Complex A Lifelong Learning process
  36. 36. Professional Development Career Development Teacher Materials Designer Author Presenter Blogger Teacher trainer Teacher supervisor Director of Studies
  37. 37. Thank you for Listening!!!!
  38. 38. Website Email Twitter Blogs Facebook Thank you and get in touch!