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Maria Heron & Thom Kiddle: Routes Into Teacher Training


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Routes Into Teacher Training

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Maria Heron & Thom Kiddle: Routes Into Teacher Training

  1. 1. Thom Kiddle Maria Heron Routes into teacher training
  2. 2. Blob bridge
  3. 3. Defining teacher training • Pre-service training, e.g. CELTA; teacher education colleges • Formal in-service training / development • Informal in-service training • Individual support of colleagues
  4. 4. Differences between teaching and training Age Learners’ experience Motivation Syllabus Techniques Language levels Learner needs Classroom dynamics Professional skills
  5. 5. Our own experiences ‘Some people are born to be teacher trainers, some work hard towards becoming a teacher trainer, and some have teacher training thrust upon them!’ (adapted from Twelfth Night, Act 2 Scene 5)
  6. 6. Other voices
  7. 7. • Dear CELTA tutors, Our certified CELTA training centre, XXX XX XX in XXX, XXX is looking for native English speakers to serve as the MCT/ACT at our CELTA course this summer. Here is some information about the course…
  8. 8. What should be on a trainer training course?
  9. 9. What should be on a trainer training course?
  10. 10. What should be on a trainer training course? • Can you identify 3 – 5 essential components of a two-week course for teacher educators at this initial level? - - - - -
  11. 11. Overview of selected Trainer training courses NILE From Teacher to Trainer (Online) British Council Professional Award for Teacher Educator (f2f) Paradigms of learning, teaching and training; teacher and trainer beliefs Teaching beliefs, styles and approaches; teaching and training roles Exploring training contexts Evaluating learner needs and motivation Evaluating and adapting training sessions Issues and challenges in delivering training Ways of training – approaches and techniques Factors in effective training Lesson observation and feedback Giving feedback and supporting trainees Evaluating teacher training courses and workshops Evaluating and adapting teacher development activities Planning a teacher-training workshop Micro-training and giving peer feedback
  12. 12. Does certification make a difference?
  13. 13. Does certification make a difference?
  14. 14. Blob bridge
  15. 15. The C Group Creativity for change in Language Education The C Group is an independent and informal grouping of EFL professionals. It aims collaboratively to share information, promote reflection and inquiry, and encourage action through more creative and open teaching practices. More information and membership:
  16. 16. Thank you! For more information please contact: 78-80 Upper St Giles Street Norwich, NR2 1LT, UK +44 (0)1603 664473