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2.  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

3.  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

4.  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

5.  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

6.  Joyce (1991) areas of institutional development
1 Collegiality
2 Research
3 Site specification information
4 Curriculum initiatives
5 Instructional initiatives

7.  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

8.  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

9.  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

10.  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

11.  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

12.  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

13.  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

14.  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

15.  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

16. 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

17.  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

18.  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

19.  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

20.  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

21.  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

22.  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

23.  Informal discussion within colleague
 Collaboration between teachers
 Observe each other class
 Co-teaching relation and observe
 Video tape, watch together and discussion

24.  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

25. 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

26. 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

27. 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

28.  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