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THE EAQUALS FRAMEWORK FOR
LANGUAGE TEACHER TRAINING
AND DEVELOPMENT
Presentation by
Sue Hackett, Laura Muresan and Deniz K...
‘I observed a lot of teaching but is it equally
effective learning?’ Jim Scrivener, EAQUALS, April
2012

‘The

dictatorshi...
Reflective practice:
‘the capacity to reflect on action so as to
engage in a process of continuous
learning’
Donald Schon
...
So what is the EAQUALS TD-FRAM?
• An open-ended inventory of descriptors for LT

professional competences across core stag...
Aims
 to help practising teachers to assess and reflect on
their own language teaching competences, but in
more detail an...
What does the framework consist of?
 Three broad bands of professional development
 a set of principles expressed as Val...
Values & Attitudes

Global Development
Descriptors
for Phases 1 - 3

EAQUALS Framework for
Teacher Self-assessment
& Teach...
DEVELOPMENT PHASES
Overview of teaching competencies
across the 3 phases of development
From the detailed descriptions given in the
EAQUALS F...
Teacher Training and Development
Framework (TDFRAM)

2013

1
*

2
TRAINING AND QUALIFICATIONS
Language proficiency

Education & Training

Assessed teaching

Teaching experience

KEY TEACHI...
*

4
• Teaching qualifications
•
•
•
•

Language proficiency
Education & training
Assessed teaching
Teaching experience

• Key ...
Altair patterns work on the principle that a simple repetition of very small
basic shapes (triangles, squares, hexagons, e...
T h a n k

y o u !
7
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Using the Teacher Development Framework

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Using the Teacher Development Framework

  1. 1. THE EAQUALS FRAMEWORK FOR LANGUAGE TEACHER TRAINING AND DEVELOPMENT Presentation by Sue Hackett, Laura Muresan and Deniz Kurtoglu-Eken Core project team, Sharon Celtek, Deniz Kurtoglu-Eken, Laura Muresan, Frank Heyworth, Agnieszka Split, Jim Ferguson, Sue Hackett. Project Coordinator: Richard Rossner
  2. 2. ‘I observed a lot of teaching but is it equally effective learning?’ Jim Scrivener, EAQUALS, April 2012 ‘The dictatorship of the communicative classroom.’ Michael Swan, Dublin, 2011 • ‘20 years experience or one year repeated 20 times?’ George Pickering, IATEFL LAMSIG & ACELS conference, Dublin 2008
  3. 3. Reflective practice: ‘the capacity to reflect on action so as to engage in a process of continuous learning’ Donald Schon Critical in practice-based professional learning where individuals are learning from their own professional experience.
  4. 4. So what is the EAQUALS TD-FRAM? • An open-ended inventory of descriptors for LT professional competences across core stages of development • A pathway for professional development not predicated by qualifications • A multi-faceted guide to enable and foster selfassessment and self-awareness for the LT practitioner • A mechanism for the enhancement of professional standing and reputation
  5. 5. Aims  to help practising teachers to assess and reflect on their own language teaching competences, but in more detail and depth than with the EPG  to assist in identifying training needs and plan professional development for LT practitioners  to encourage and motivate LTPs to continue their professional development both independently and with the support of their institutions  to help document and support the design of public training courses for LTPs  to serve as a tool for evaluating and accrediting TT/ TD courses
  6. 6. What does the framework consist of?  Three broad bands of professional development  a set of principles expressed as Values and Attitudes  Five main areas with descriptors for knowledge and skills for each  Also a Glossary of terms, Case Studies, Resources for familiarisation training
  7. 7. Values & Attitudes Global Development Descriptors for Phases 1 - 3 EAQUALS Framework for Teacher Self-assessment & Teacher Development Detailed Descriptors of Teacher Competences: (a) Knowledge (b) Skills & aptitudes Examples of how to use the EAQUALS Framework for Teacher Selfassessment & Teacher Development
  8. 8. DEVELOPMENT PHASES
  9. 9. Overview of teaching competencies across the 3 phases of development From the detailed descriptions given in the EAQUALS Framework for Self-Assessment, I consider myself to be passing from the first stage to the second. I still rely on examples of good practice and I am very responsive to feedback. […] For the last main descriptor, the teacher as professional, there are five key areas to cover: self-assessment and teacher autonomy, collaborative development, exploratory teaching, lesson observation and professional conduct. All those five key areas are very important. I try, although not always successfully, to manage self development independently […] With some of my colleagues, even when we go out for leisure activities, over a cup of coffee we still discuss job-related issues. I take this opportunity to learn from them, from their activity and experience (which is not only local but also from abroad).
  10. 10. Teacher Training and Development Framework (TDFRAM) 2013 1
  11. 11. * 2
  12. 12. TRAINING AND QUALIFICATIONS Language proficiency Education & Training Assessed teaching Teaching experience KEY TEACHING COMPETENCES Methodology: knowledge and skills Assessment Lesson and course planning Interaction, management and monitoring ENABLING COMPETENCES Intercultural competence Language awareness Digital Media PROFESSIONALISM Professional conduct * Administration 3
  13. 13. * 4
  14. 14. • Teaching qualifications • • • • Language proficiency Education & training Assessed teaching Teaching experience • Key teaching competences • • • • Methodology: knowledge & skills Assessment Lesson & course planning Interaction, management & monitoring • Enabling competences • Intercultural competence • Language awareness • Digital media • Professionalism • Professional conduct • Administration * . • Planning teaching & learning • Learner needs & learning process • Curriculum & syllabus (the TLP) • Lesson aims & outcomes • The lesson – tasks, activities & materials • Teaching & supporting learning • Teaching methodology • Resources/Materials • Interacting with learners • Lesson management • Using digital media • Monitoring learning • Learner autonomy • Assessment of learning • Assessment & the curriculum • Test types – selection, design & administration • Impact of assessment on learning • Assessment & learning processes • Language, communication & culture • Using the TL effectively with learners • Applying the principles of the CEFR • Giving sound language models & guidance • Handling relevant cultural issues as part of language learning • Applying practical insights from linguistics & psycholinguistics • The teacher as professional • Self-assessment & teacher autonomy • Collaborative development • Exploratory teaching • Lesson observation • Professional conduct
  15. 15. Altair patterns work on the principle that a simple repetition of very small basic shapes (triangles, squares, hexagons, etc) can add up to create incredibly complex patterns. The Altair templates (developed into their present form by biologist/geometrician Ensor Holiday) can be coloured in a countless number of ways, creating a vastly different pattern every time.
  16. 16. T h a n k y o u ! 7

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