English Language Teacher Professional Development


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This is typically regard as EFL teachers who are in the field of language teaching.Please Share is care. Thanks for visiting.

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English Language Teacher Professional Development

  1. 1.  Teacher Development and Training Training Development Compulsory Voluntary Competency Holistic Short term Long term On off Ongoing Temporary Permanently or continual Skill technique & knowledge based Awareness based, angled towards personal growth and development Compulsory to the entry to the profession Not compulsory Top-down Bottom-up Product oriented(certification) Process oriented Means you can a job Means you can stay interest in the job Done with experts Done with peer group External agenda Internal agenda
  2. 2.  Profession is a work that required such expertise, knowledge and command in the particular place  The Profession Religion Medicine Law Classically, there were only three so called learned profession they were Religion, Medicine and Law. The main milestones which marked an occupation being identified as the profession are: full time occupation  Establishment of training school  Establishment of universities  Establishment of local and national association  Professional ethics and I some cases license law  The profession arraigns when any occupation transform itself to the developments of formal qualification based upon education apprenticeship(internship, training, education, preparation) examination the emergence of regulatory, bodies with the power to admit discipline members and some degree of rights
  3. 3.  Personal development is direction toward both the institutional goals and teacher’s own personal goals  Achieving personal growth and improving developmental performance can be go hand in hand  There are two types of teacher perspective 1. The individual perspective • Teachers’ own interest in adding to their professional knowledge and keeping up to date • Interest in improving skills • Interest in clarification and understanding their principles, belief and values • Effort of the individual teachers • personal development
  4. 4.  PEDAGOGICAL EXPERTISE  SELF AWARENESS  UNDERSTANDING OF LEARNERS  UNDERSTANDING OF CURRICULUM AND MATERIALS  CAREERER ADVANCEMENT 2 The institutional perspective Development of the institution Most institution strive for it AREAS? 1 Institutional development -development of performance -power to attract students -better learning outcomes 2 Career development -teacher position (senior or coordinator ) 3 Enhanced level of students learning
  5. 5.  Joyce (1991) areas of institutional development 1 Collegiality 2 Research 3 Site specification information 4 Curriculum initiatives 5 Instructional initiatives
  6. 6.  What do teacher know ?  How is that knowledge organized ?  How do they use it? • Wallace 2010 presented two ways of getting knowledge. They are as follows: 1 Received knowledge 2 Experiential knowledge 1 Received knowledge :  Research based knowledge  Consists of facts, data and theories which are related to some kinds of reason  Such knowledge are linguistics, testing, assessments, teaching materials etc  This type of knowledge is derived from different sources. Like books, newspaper, articles, textbook, teacher reference book, scientific experiment etc
  7. 7.  The process whereby knowledge is created through the transformation of experiences  Knowledge generated from the real experience experiential learning  Donald Schon presented two ways of getting knowledge. They are as follows: Knowledge in Action Reflection in Action Teacher being able to make the necessary on the spot practical decision to cop with problem as they arise while a lesson is in progress Looking back at our owns action Implicit, tacit Reflective approach Our knowledge is our action Taking time to review the moment of decision Self directed learning We cannot describe the knowledge that we have Reflection in our action given us information about ourselves
  8. 8.  Maxim: A rule for good or sensible behavior, specially one which is in the form of a proverbs or short saying -Cobuild English Language Dictionary  Jack C. Richard 1990  Maxim of involvements  Maxim of planning  Maxim of order  Maxim of encouragements  Maxim of accuracy  Maxim of efficiency  Maxim of conformity  Maxim of empowerment  Belief =general, changeable, thought but Maxim =specific, finalize version of belief, conclusion
  9. 9.  Maxim of involvements  Follow the learner interest to maintain students involvements  Student centered classroom atmosphere not teacher centered  Moment to moment decision in the class can be influenced by the students  The lesson can evolve in a different direction led by the interest of the learners  On the spot decision can be taken during teaching  Students needs, interest, and feedback are important  Students contribution is recognized valued
  10. 10.  Plan your teaching and try to follow your plan  Curriculum centered classroom atmosphere  The preplanned curriculum is central in teaching  Students can be involve only to the extent of helping us implement our planned lesson  The lesson should not be deviated from its original mode in response to students feedback  Lesson should be show organized, it should not be out of central  Teacher centered
  11. 11.  Maintain order and discipline through out the lesson  Keep the class disciplined and orderly show that students can learnt most effectively  It was followed by Chinese teacher May Ling  Class should be formal and teacher centered  The classroom is a place where students learn in a well disciplined man  The teacher should be in central of himself, his students
  12. 12.  Seek ways to encourage students  A New Zealander teacher George with three years of teaching experience attempt to break away from typical Hong Kong classroom practices 1 students do not have to stand to greet 2 Give students time to discuss the question among themselves 3 The were noisier 4 Make classroom environment less then threatening 5 Promote students-students interacting
  13. 13.  Work for accurate students output  Focus on fluency and communicative use of language  Emphasize appropriate methods, materials and classroom managements  it focuses on the philosophy of a teacher  It well combination of linguistics items
  14. 14.  Beliefs is our attitudes and thought or it is related with our personal attitude toward teaching and learning process  Beliefs is a proposition that may be consciously or unconsciously held by an individual  “..the information, attitudes, values, experiences theories and assumption about teaching teaching and learning that teacher build up overtime and bring with them to the classroom” -Richard,1998  Determine how teachers approach teaching how they perform different task and activities  Reflected on the teachers behaviors, action and activities  Also called assumption, conception and personal theories
  15. 15. I. Teacher’s own experiences as language learners II. Experience of what works best III. Established practice IV. Personally factors V. Educationally based or research based principle VI. Principle derived from an approach and method VII. Personal life experiences
  16. 16.  Make the most efficiency use of class time  Bring variety and provide as much input as possible along with chance for production of language Maxim of conformity • Make sure your teaching follows the prescribed methods • Contradiction between teacher’s claim about the methods they used an the real practice should be avoided. Maxim of empowerment • Give the learners control • They should feel as if something is happening during their learning process • They have to own the learning process • They need to have same role in decision making • Make them autonomous • Respect their voice idea and conclusion
  17. 17.  A Critical Incidents is an unplanned and unanticipated events that occurs during a lesson and that serves to trigger insides about some aspects of teaching and learning -Richard &Farrell  An event becomes critical depending on the way it is considered and the effects if it has on one’s understanding of teaching  Purpose  To identify good practices-teaching high  To identify practices which are not working well-teaching low  Benefits  Identifying the problem and solving them  It can create the greater level of awareness  Encourage teachers to pose critical question about teaching  It helps bring to the level of awareness  It can create opportunity for action research  It can help in building a community of critical practitioners  It provides recourse for teaching
  18. 18.  Anatomy for Critical Incidents  Analyzing Critical Incidents itself  What to analyze?  Why to analyze?  Preparing and analyzing Critical Incidents reports  Self observation  Describing what happened(explain in detail)  Self awareness  Explain the main reason in context  Analyze the reason from different perspectives  Self evaluation  Personal Critical Incidents: The incident that result in a significant change in a teacher personal as well as profession life is personal Critical Incidents
  19. 19.  A Teacher support group can be defined as two or more teacher collaborating to achieve either their individual or shared goals or both on the assumption that working with the group is usually more effective then working one’s own. It is also known as professional network.  According to Richard and Farrell(2005) the following types of teacher groups: 1 School based group: head teacher, teacher, teaching assistant, Liberian, supervisor etc 2 Job alike group: teacher can be same area 3 Reading group: those professional writer they supposed to gain the insight from professional publication 4 Writing group: professionals writer 5 Research group: conduct to research to language teaching and learning 6 Virtual group: the group which role from different sources like e-mail, internet but there is not face to face communication 7 Teacher network: the teachers are involved from different parts of region , like NELTA
  20. 20.  Reviewing and reflecting on teaching –strategic, method, materials  Material developments- collaborative work  Trying out new teaching strategies  Peer observation  To develop self confident of the teacher and expertise on their subject matter  To develop greater awareness about the issue of teaching  Increased motivation  Overcomes teachers feelings and isolation in teaching
  21. 21.  Coach-critical friend or trusted friend  Collaborative teaching-willing to learn or change, and accept the weaknesses  According to Richard and Farrell (2010) Peer Coaching refers to a procedures in which to teachers collaborate two help one or both teacher improve some aspect of teaching  Robins(1991) Peer Coaching is a confidential process through which two or more professional colleague work together to reflect own current practice expands, refine, and build new skills, share idea, teach one another, conduct classroom research or solve problem in work place
  22. 22.  Informal discussion within colleague  Collaboration between teachers  Observe each other class  Co-teaching relation and observe  Video tape, watch together and discussion
  23. 23.  To provide opportunities for to teachers to look at teaching problem and develop possible solutions  To develop collegiality  To help new teachers  To gain knowledge from trusted person  Provide feedback  To help reciprocal development  Sense of satisfaction for being a coach  Rome the feelings of isolation  Improve teaching practice  It help to develop critical and analytical thought
  24. 24. 1 Technique coaching 2 Collegial coaching 3 Challenge coaching 1 Technique coaching : it refers to a situation in which a teacher want to learn a new teaching methods or technique and seeks the assistance of another teacher who is experiences or more knowledgeable in this area 2 Collegial coaching : involves two teachers focusing on refiner their existing practice 3 Challenge coaching : involves focusing on problem that has Arisen in some aspect of teaching and they work jointly to resolve the problem
  25. 25. Coach teacher Critical friend Willing to learn Proving new ideas Ready to accept the weaknesses Trusted colleague Open minded Give advice like a friend not like a councilor Collaborative Non=-judgmental Starving to development profession Open minded Always interesting in seeking new knowledge Active listener friendly Ready to collaborate cooperative No pain no blame Energetic
  26. 26. 5.1 Mentor and Mentoring Induction : wider perspective Mentoring : certain strategy of reform Mentor Mentee More experienced New/novice in the profession High reputation Willing to development Willing to help others Learning new something Achieved in profession Have little knowledge about subject matter Personally successful Have more knowledge about subject matter
  27. 27.  Mentoring is a process whereby an experienced teacher works with a novice teacher giving guidance and feedback  Mentoring is a developmental process caring, sharing and helping relationship where one person invest time know-how and afford in enhancing another person growth knowledge and skills and responds to critical needs in the life of that person in such a way that prepared the individuals for a grater productivity in the future  Mentoring is a none threatening relationship or trusted friend