This document discusses teacher development from the perspectives of four authors - Brown, Pettis, Taylor, and Hayes. Brown identifies four categories of teacher characteristics: technical knowledge, pedagogical skills, interpersonal skills, and personal qualities. Pettis notes teachers are constantly learning and need principles, knowledge, and skills. Taylor provides a guide for classroom research. Hayes emphasizes carefully managing innovations and introducing them through a cascade model of training. The evaluation concludes teachers must continually develop their knowledge, skills, and abilities to help future generations of students.
This research paper investigated teachers' attitudes toward the communicative language teaching approach through surveys and interviews. The study found that although teachers generally expressed positive attitudes toward communication approach principles in the surveys, observations of their classroom teaching showed they did not fully implement those principles and instead took an eclectic approach. Interviews revealed teachers had misunderstandings or misinterpretations of key communication approach concepts. The study concluded that teacher training is needed to help overcome discrepancies between teachers' expressed attitudes and actual classroom practices regarding new language teaching approaches.
The document discusses several perspectives on teacher professional development and competence. It summarizes research by Pettis, Taylor, Ur, Brown, and Hayes. Pettis emphasizes the importance of balancing principles, knowledge and skills for effective teaching. Taylor's research found students take different roles in teacher-fronted versus small group activities. Ur differentiates between professionals, technicians and academics. Brown lists goals for competent teachers, including continuous learning. Hayes discusses the Cascade model for teacher training used in Sri Lanka.
Getting Started on classroom action researchND Arisanti
This document discusses constraints, impediments, and ethical considerations for teachers conducting classroom research. It notes that common constraints include lack of time, resources, and research skills. Key ethical principles are responsibility, confidentiality, and negotiation. Researchers must protect participants' identities, allow them to refuse participation or withdraw, and gain permission before publication. Strategies for addressing language barriers when explaining research to ESL students include simplified explanations, written information, translations, and consent forms. Overall the document emphasizes the importance of considering constraints, focusing the research question, using theory to inform practice, and protecting participants.
As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.
The document provides instructions for an assignment on teaching models and strategies for a course called HMEF5123 Models and Strategies of Teaching. The assignment consists of two tasks: Task 1 involves writing a literature review on Information Processing Models in the context of 21st century teaching and learning. Task 2 involves applying a teaching model from the Family of Social Learning Models by developing a lesson plan based on the selected model. For Task 1, students are required to critically review at least 10 relevant sources on teaching theories and models. For Task 2, students must justify their choice of social learning model, provide a brief review of literature on social learning models, and develop an 80-minute lesson plan adhering to the stages of the selected model
The document contains a lecture on curriculum and exam questions related to defining curriculum, curriculum types, factors influencing curriculum design, curriculum implementation, and curriculum evaluation. It includes 27 multiple choice and structured questions on these curriculum topics, with explanations and examples provided for some answers.
This chapter discusses cooperative learning and how to structure cooperative learning activities in the classroom. It outlines five key steps to establish a cooperative task: 1) specify the goal, 2) structure the task, 3) teach the collaborative process, 4) monitor group performance, and 5) debrief. Some benefits of cooperative learning include developing higher-order thinking skills, promoting positive social skills and attitudes, and accommodating different cultural learning styles.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
This research paper investigated teachers' attitudes toward the communicative language teaching approach through surveys and interviews. The study found that although teachers generally expressed positive attitudes toward communication approach principles in the surveys, observations of their classroom teaching showed they did not fully implement those principles and instead took an eclectic approach. Interviews revealed teachers had misunderstandings or misinterpretations of key communication approach concepts. The study concluded that teacher training is needed to help overcome discrepancies between teachers' expressed attitudes and actual classroom practices regarding new language teaching approaches.
The document discusses several perspectives on teacher professional development and competence. It summarizes research by Pettis, Taylor, Ur, Brown, and Hayes. Pettis emphasizes the importance of balancing principles, knowledge and skills for effective teaching. Taylor's research found students take different roles in teacher-fronted versus small group activities. Ur differentiates between professionals, technicians and academics. Brown lists goals for competent teachers, including continuous learning. Hayes discusses the Cascade model for teacher training used in Sri Lanka.
Getting Started on classroom action researchND Arisanti
This document discusses constraints, impediments, and ethical considerations for teachers conducting classroom research. It notes that common constraints include lack of time, resources, and research skills. Key ethical principles are responsibility, confidentiality, and negotiation. Researchers must protect participants' identities, allow them to refuse participation or withdraw, and gain permission before publication. Strategies for addressing language barriers when explaining research to ESL students include simplified explanations, written information, translations, and consent forms. Overall the document emphasizes the importance of considering constraints, focusing the research question, using theory to inform practice, and protecting participants.
As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.
The document provides instructions for an assignment on teaching models and strategies for a course called HMEF5123 Models and Strategies of Teaching. The assignment consists of two tasks: Task 1 involves writing a literature review on Information Processing Models in the context of 21st century teaching and learning. Task 2 involves applying a teaching model from the Family of Social Learning Models by developing a lesson plan based on the selected model. For Task 1, students are required to critically review at least 10 relevant sources on teaching theories and models. For Task 2, students must justify their choice of social learning model, provide a brief review of literature on social learning models, and develop an 80-minute lesson plan adhering to the stages of the selected model
The document contains a lecture on curriculum and exam questions related to defining curriculum, curriculum types, factors influencing curriculum design, curriculum implementation, and curriculum evaluation. It includes 27 multiple choice and structured questions on these curriculum topics, with explanations and examples provided for some answers.
This chapter discusses cooperative learning and how to structure cooperative learning activities in the classroom. It outlines five key steps to establish a cooperative task: 1) specify the goal, 2) structure the task, 3) teach the collaborative process, 4) monitor group performance, and 5) debrief. Some benefits of cooperative learning include developing higher-order thinking skills, promoting positive social skills and attitudes, and accommodating different cultural learning styles.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
Teacher’s Role and Learner’s Role in Postmethod EraMahdie Ghanbari
This document discusses the roles of teachers and learners in the post-method era. It begins by explaining that the method era involved a top-down approach where theorists developed methods for teachers and learners to follow. However, methods lacked empirical evidence and did not account for local contexts. The post-method era values teacher autonomy and experience over prescribed methods. It defines the post-method teacher as one who constructs their own teaching approaches based on experience, learner needs, and frameworks, rather than following external methods. Learners are no longer passive recipients, but active participants in a bottom-up approach constructed by the teacher. The document reviews frameworks to guide post-method teachers and argues they allow for innovation while maintaining principles of effective
This chapter discusses a literature review on developing learner autonomy through strategy training. It defines learner autonomy as taking charge of one's own learning and acting independently in learning situations. The chapter outlines two levels of learner autonomy: proactive autonomy where learners plan, monitor, and assess their learning, and reactive autonomy where learners can manage resources autonomously when given direction. It also describes The Autonomous Learner Model and characteristics of autonomous learners. The chapter then discusses implementing learner autonomy through learning contracts, self-access centers, and learner training. It defines strategy training and categories of learning strategies, and examines theoretical approaches to learning like behaviorism, cognitivism, and humanism that influence second language acquisition.
The article calls for teacher educators to better prepare education candidates in classroom management strategies before they graduate. It describes how classroom management courses are currently offered during student teaching or in master's programs, but argues they should be required parts of undergraduate education as well. Surveys of teachers and student teachers show many feel ill-prepared in classroom management strategies when they enter the classroom. The article discusses the abundance of classroom management resources available and challenges in deciding what to teach from such a vast literature. It also relates student feedback calling for even more preparation in managing difficult students, special education students, and preventing violence.
This article summarizes and analyzes John Dennison's 1995 article about value conflicts within Canadian community colleges. Dennison examines the fundamental values of social justice, competence, liberty, and loyalty that guide colleges. However, he argues these values often conflict with each other, complicating decision-making. The summary discusses how Dennison defines these values and gives examples of how prioritizing one value can compromise another. It also explains how understanding these value conflicts can provide insight into organizational culture and policies.
The document summarizes several papers on teaching methodology. It discusses concepts like communicative competence, the characteristics of novice and experienced teachers, action research methods for the classroom, different types of professionals, and strategies for introducing innovations. Several authors propose that teachers should focus on lifelong learning, conduct their own research in the classroom, and view themselves as both teachers and learners. The document also reflects on the importance of teacher competence, skills, knowledge, qualities, and maintaining an attitude of professionalism.
The document discusses the origins and evolving definitions of "curriculum" and "syllabus" from their Latin roots to modern usage, noting curriculum refers more broadly to overall educational goals and philosophy while a syllabus provides more operational details for teaching and learning objectives. It also examines different perspectives on curriculum theory including viewing it as knowledge transmission, achieving learning outcomes, or as a process emphasizing judgment and meaning.
A case study of problem solving- Akram Jabar NajimAkramEnglish
1. The document summarizes a case study that explored the problem-solving strategies used by undergraduate science students in a chemistry problem-based learning task. Through observations and interviews, most students displayed novice-like problem-solving strategies and surface learning approaches. However, one group showed more expert-like problem-solving coupled with deep learning, and successfully solved the problem.
2. The study found students relied heavily on the internet for information. Students also recognized benefits of group work and social aspects of learning.
3. The implications are that teaching staff need to carefully scaffold problem-based tasks and provide opportunities for collaborative work and skill development, to help students fully benefit from more student-centered approaches like problem-based learning
1. This chapter outlines the scope of syllabus design and its relationship to curriculum development. It discusses differing views on defining syllabus and curriculum. Some see syllabus as solely concerning content selection, while others see it as also specifying learning tasks.
2. A general curriculum model is presented that looks at curriculum from the perspectives of planning, implementation in the classroom, assessment/evaluation, and institutional management. For effective language programs, all elements of the curriculum model should be integrated.
3. The role of the classroom teacher in syllabus design is examined. While some teachers design their own syllabuses, many act as "consumers" of externally-designed syllabuses. Teachers may have primary responsibility for implementation
INVESTIGATING THE EFFECTS OF BANGLADESH AND GLOBAL STUDIES (BGS) ASSESSMENT O...Md. Mehadi Rahman
The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using
a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative
question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills
reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from
these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording
criteria and practising criteria. Selected test items were analyzed based on these two criteria and Bloom’s cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didn’t reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning
This study investigated the relationship between Iranian English language teaching (ELT) instructors' beliefs about language teaching and their actual classroom practices. 369 ELT instructors and 512 students from state universities and Islamic Azad University branches participated by completing questionnaires about instructors' beliefs and the application of those beliefs in practice. Interviews with 9 instructors also provided qualitative data. The results revealed a positive significant relationship between instructors' expressed beliefs and their real classroom practices. The findings suggest implications for improving teacher education programs and supporting reflective teaching.
Application of addie model of instruction in teaching learning transaction am...Alexander Decker
This document discusses the application of the ADDIE model of instruction among teachers in Mara Conference Adventist Secondary Schools in Tanzania. It investigated the demographic characteristics of the teachers, the trends in how they apply the different parts of the ADDIE model, and whether application differed based on teacher characteristics. The study found that implementation was given highest priority while evaluation was lowest. Application decreased with years of teaching experience until 10+ years. It recommends in-service training to strengthen long-term application and further study on why application decreases with experience.
Meaning and Nature of Curriculum C8 - Unit VIThanavathi C
This document provides an overview of the meaning and nature of curriculum. It begins with definitions of key curriculum terms like objectives, outcomes, and components. It then covers curriculum design principles like determining objectives and outcomes. It discusses approaches to curriculum development like competency-based vs academic approaches. The document outlines the four phases of curriculum process: design, development, implementation, and evaluation. It provides details on factors that influence curriculum implementation effectiveness and criteria for curriculum evaluation. Overall, the document provides a comprehensive overview of curriculum concepts, principles, processes, and evaluation.
Topic 10 Issues and Concerns Related to Assessment in MalaysiaYee Bee Choo
The document discusses issues with Malaysia's exam-oriented education system and efforts to introduce alternative assessment approaches. It notes that the current system overly emphasizes exams and rote learning. School-based assessment is being introduced to allow for more holistic and continuous evaluation of students' cognitive, affective, and psychomotor development. This includes assessments of academic performance, physical education, and psychological traits. The goal is to reduce teaching focused solely on exams and enable evaluation of a broader range of skills.
This document discusses the implementation of portfolio assessment in an ESL/EFL classroom. It begins by providing background on the author's experience and questions as an EFL teacher that led them to explore alternative forms of assessment beyond traditional tests. It then defines portfolios and discusses their purposes and advantages over traditional assessment, including being more learner-centered and assessing a broader range of skills. Details are provided on sample portfolio contents and procedures, how to evaluate portfolios, and strengths and weaknesses of the approach. More recently, electronic portfolios have gained attention as a more efficient alternative to paper portfolios.
- The document discusses several topics related to professional development for teachers, as outlined by various authors.
- It examines goals for continuous professional growth, qualities of effective language teachers, the importance of classroom observation, collaborating with other teachers, and maintaining a commitment to lifelong learning.
- The evaluation agrees on the importance of setting goals, taking risks, and developing as a professionally competent teacher through practice and staying updated in one's field.
Teachers implicit theories of expression in visual arts educationHunter Malaya
This thesis examines the implicit beliefs and theories that Western Australian primary school teachers hold about expression in visual arts education. Through in-depth interviews with 19 teachers from two schools, the researcher identified four distinct implicit theories that structured the teachers' approaches to teaching art. These theories aligned with major philosophies of art education but did not always correspond with the approaches envisioned by educational theorists. The study aims to understand how teachers interpret and implement the state curriculum framework in the visual arts and to contribute insights about how teachers are likely to respond to policies regarding expression in art.
This document provides an overview of key concepts and issues related to curriculum studies. It defines curriculum and differentiates between types of curriculum such as planned/intended, enacted, and hidden curriculum. It also discusses forces that influence curriculum construction such as political, economic, and social forces. The document then examines concerns from different stakeholders in the Malaysian context and provides examples of special interest groups that influence curriculum decisions.
Education in young girls is a key factor to many world problems. On this presentation I talk about this, since is a topic of interest for me and I developed a project based on it.
Teacher’s Role and Learner’s Role in Postmethod EraMahdie Ghanbari
This document discusses the roles of teachers and learners in the post-method era. It begins by explaining that the method era involved a top-down approach where theorists developed methods for teachers and learners to follow. However, methods lacked empirical evidence and did not account for local contexts. The post-method era values teacher autonomy and experience over prescribed methods. It defines the post-method teacher as one who constructs their own teaching approaches based on experience, learner needs, and frameworks, rather than following external methods. Learners are no longer passive recipients, but active participants in a bottom-up approach constructed by the teacher. The document reviews frameworks to guide post-method teachers and argues they allow for innovation while maintaining principles of effective
This chapter discusses a literature review on developing learner autonomy through strategy training. It defines learner autonomy as taking charge of one's own learning and acting independently in learning situations. The chapter outlines two levels of learner autonomy: proactive autonomy where learners plan, monitor, and assess their learning, and reactive autonomy where learners can manage resources autonomously when given direction. It also describes The Autonomous Learner Model and characteristics of autonomous learners. The chapter then discusses implementing learner autonomy through learning contracts, self-access centers, and learner training. It defines strategy training and categories of learning strategies, and examines theoretical approaches to learning like behaviorism, cognitivism, and humanism that influence second language acquisition.
The article calls for teacher educators to better prepare education candidates in classroom management strategies before they graduate. It describes how classroom management courses are currently offered during student teaching or in master's programs, but argues they should be required parts of undergraduate education as well. Surveys of teachers and student teachers show many feel ill-prepared in classroom management strategies when they enter the classroom. The article discusses the abundance of classroom management resources available and challenges in deciding what to teach from such a vast literature. It also relates student feedback calling for even more preparation in managing difficult students, special education students, and preventing violence.
This article summarizes and analyzes John Dennison's 1995 article about value conflicts within Canadian community colleges. Dennison examines the fundamental values of social justice, competence, liberty, and loyalty that guide colleges. However, he argues these values often conflict with each other, complicating decision-making. The summary discusses how Dennison defines these values and gives examples of how prioritizing one value can compromise another. It also explains how understanding these value conflicts can provide insight into organizational culture and policies.
The document summarizes several papers on teaching methodology. It discusses concepts like communicative competence, the characteristics of novice and experienced teachers, action research methods for the classroom, different types of professionals, and strategies for introducing innovations. Several authors propose that teachers should focus on lifelong learning, conduct their own research in the classroom, and view themselves as both teachers and learners. The document also reflects on the importance of teacher competence, skills, knowledge, qualities, and maintaining an attitude of professionalism.
The document discusses the origins and evolving definitions of "curriculum" and "syllabus" from their Latin roots to modern usage, noting curriculum refers more broadly to overall educational goals and philosophy while a syllabus provides more operational details for teaching and learning objectives. It also examines different perspectives on curriculum theory including viewing it as knowledge transmission, achieving learning outcomes, or as a process emphasizing judgment and meaning.
A case study of problem solving- Akram Jabar NajimAkramEnglish
1. The document summarizes a case study that explored the problem-solving strategies used by undergraduate science students in a chemistry problem-based learning task. Through observations and interviews, most students displayed novice-like problem-solving strategies and surface learning approaches. However, one group showed more expert-like problem-solving coupled with deep learning, and successfully solved the problem.
2. The study found students relied heavily on the internet for information. Students also recognized benefits of group work and social aspects of learning.
3. The implications are that teaching staff need to carefully scaffold problem-based tasks and provide opportunities for collaborative work and skill development, to help students fully benefit from more student-centered approaches like problem-based learning
1. This chapter outlines the scope of syllabus design and its relationship to curriculum development. It discusses differing views on defining syllabus and curriculum. Some see syllabus as solely concerning content selection, while others see it as also specifying learning tasks.
2. A general curriculum model is presented that looks at curriculum from the perspectives of planning, implementation in the classroom, assessment/evaluation, and institutional management. For effective language programs, all elements of the curriculum model should be integrated.
3. The role of the classroom teacher in syllabus design is examined. While some teachers design their own syllabuses, many act as "consumers" of externally-designed syllabuses. Teachers may have primary responsibility for implementation
INVESTIGATING THE EFFECTS OF BANGLADESH AND GLOBAL STUDIES (BGS) ASSESSMENT O...Md. Mehadi Rahman
The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using
a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative
question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills
reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from
these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording
criteria and practising criteria. Selected test items were analyzed based on these two criteria and Bloom’s cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didn’t reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning
This study investigated the relationship between Iranian English language teaching (ELT) instructors' beliefs about language teaching and their actual classroom practices. 369 ELT instructors and 512 students from state universities and Islamic Azad University branches participated by completing questionnaires about instructors' beliefs and the application of those beliefs in practice. Interviews with 9 instructors also provided qualitative data. The results revealed a positive significant relationship between instructors' expressed beliefs and their real classroom practices. The findings suggest implications for improving teacher education programs and supporting reflective teaching.
Application of addie model of instruction in teaching learning transaction am...Alexander Decker
This document discusses the application of the ADDIE model of instruction among teachers in Mara Conference Adventist Secondary Schools in Tanzania. It investigated the demographic characteristics of the teachers, the trends in how they apply the different parts of the ADDIE model, and whether application differed based on teacher characteristics. The study found that implementation was given highest priority while evaluation was lowest. Application decreased with years of teaching experience until 10+ years. It recommends in-service training to strengthen long-term application and further study on why application decreases with experience.
Meaning and Nature of Curriculum C8 - Unit VIThanavathi C
This document provides an overview of the meaning and nature of curriculum. It begins with definitions of key curriculum terms like objectives, outcomes, and components. It then covers curriculum design principles like determining objectives and outcomes. It discusses approaches to curriculum development like competency-based vs academic approaches. The document outlines the four phases of curriculum process: design, development, implementation, and evaluation. It provides details on factors that influence curriculum implementation effectiveness and criteria for curriculum evaluation. Overall, the document provides a comprehensive overview of curriculum concepts, principles, processes, and evaluation.
Topic 10 Issues and Concerns Related to Assessment in MalaysiaYee Bee Choo
The document discusses issues with Malaysia's exam-oriented education system and efforts to introduce alternative assessment approaches. It notes that the current system overly emphasizes exams and rote learning. School-based assessment is being introduced to allow for more holistic and continuous evaluation of students' cognitive, affective, and psychomotor development. This includes assessments of academic performance, physical education, and psychological traits. The goal is to reduce teaching focused solely on exams and enable evaluation of a broader range of skills.
This document discusses the implementation of portfolio assessment in an ESL/EFL classroom. It begins by providing background on the author's experience and questions as an EFL teacher that led them to explore alternative forms of assessment beyond traditional tests. It then defines portfolios and discusses their purposes and advantages over traditional assessment, including being more learner-centered and assessing a broader range of skills. Details are provided on sample portfolio contents and procedures, how to evaluate portfolios, and strengths and weaknesses of the approach. More recently, electronic portfolios have gained attention as a more efficient alternative to paper portfolios.
- The document discusses several topics related to professional development for teachers, as outlined by various authors.
- It examines goals for continuous professional growth, qualities of effective language teachers, the importance of classroom observation, collaborating with other teachers, and maintaining a commitment to lifelong learning.
- The evaluation agrees on the importance of setting goals, taking risks, and developing as a professionally competent teacher through practice and staying updated in one's field.
Teachers implicit theories of expression in visual arts educationHunter Malaya
This thesis examines the implicit beliefs and theories that Western Australian primary school teachers hold about expression in visual arts education. Through in-depth interviews with 19 teachers from two schools, the researcher identified four distinct implicit theories that structured the teachers' approaches to teaching art. These theories aligned with major philosophies of art education but did not always correspond with the approaches envisioned by educational theorists. The study aims to understand how teachers interpret and implement the state curriculum framework in the visual arts and to contribute insights about how teachers are likely to respond to policies regarding expression in art.
This document provides an overview of key concepts and issues related to curriculum studies. It defines curriculum and differentiates between types of curriculum such as planned/intended, enacted, and hidden curriculum. It also discusses forces that influence curriculum construction such as political, economic, and social forces. The document then examines concerns from different stakeholders in the Malaysian context and provides examples of special interest groups that influence curriculum decisions.
Education in young girls is a key factor to many world problems. On this presentation I talk about this, since is a topic of interest for me and I developed a project based on it.
This document discusses interactive TV, how it is being marketed through new products and benefits for marketers, and provides an example from Samsung. Interactive TV connects TVs to the internet and social media, allowing for advanced advertising, learning about customers, and customized services. It is seen as a win-win situation for service providers. The future of interactive TV includes increased social networking and interactive programming delivered through TV broadcasters.
The document discusses possibilities and rethinking audiences, mentioning Mexico, nonprofit organizations, and research. It briefly outlines treatment and story without providing details.
This document discusses interactive TV, how it is being marketed through new products and benefits for marketers, and provides Samsung as an example. Interactive TV uses digital TV services via global networks, broadband, and mobile to drive traffic, increase sales, and provide advanced advertising. It is a profitable tool for service providers to learn about customers, build connections, and customize services. Future technologies will further increase socializing and networking through interactive TV programming and innovations from TV broadcasters.
The document summarizes several texts related to English language teaching professionalism. Ur (2002) contrasts professionals with lay people, amateurs, technicians and academics. Pettis (2002) discusses the multifaceted role of educators and importance of continual professional development. Taylor (2002) advocates for classroom research by teachers. Hayes (2000) describes a cascade model for teacher training. Brown (2001) outlines characteristics of effective teachers and importance of collaboration and action research. The reaction paper evaluates themes across the texts and relates them to the author's context of teaching English in Chilean schools.
The document discusses several authors' perspectives on developing as a professional English teacher, including the importance of continuous learning, collaboration with other teachers, researching one's own classroom, and going beyond simply teaching content to empowering students and enacting change. It also analyzes a "cascade" model for teacher training proposed by Hayes, noting potential disadvantages if not implemented carefully while maintaining curriculum goals.
1. The document discusses several perspectives on professional development for teachers from authors like Pettis, Taylor, Brown, Hayes, and Ur.
2. Pettis argues that teachers must view themselves as lifelong learners and pursue ongoing professional development to stay knowledgeable and skillful. Professional needs and interests evolve over time.
3. Taylor provides guidance on conducting classroom-based research to improve teaching strategies and understand student interactions. Brown discusses qualities of peak performers and encourages teacher self-observation and peer coaching.
4. Hayes introduces the cascade training model for innovation and emphasizes the importance of reflection and contextualization. Ur distinguishes between professionals, amateurs, technicians and academics.
The document provides a summary and evaluation of several papers on topics related to professional development for teachers. It discusses papers by Pettis, Taylor, Brown, Hayes, and Ur. Pettis' paper argued that teachers must see themselves as lifelong learners and pursue ongoing professional development. Taylor's paper explained how to conduct classroom-based research. Brown discussed the importance of teachers becoming "peak performers" and continuously improving. Hayes introduced the "cascade training" model for educational innovation. Ur differentiated between professionals, amateurs, technicians and academics. The response paper evaluates each argument and how they could impact teachers' professional growth.
This reaction paper analyzes five texts related to improving teaching in the classroom. The first text by Taylor discusses researching your own classroom to identify topics and collect information to address problems. The second by Ur defines "professional" and compares teachers to other roles. Brown's text recommends goals and stages for continuous learning. Pettis emphasizes balancing principles, knowledge and skills. The last text by Hayes examines a "cascade" training model for curriculum innovation and argues teachers should evaluate themselves.
The document discusses methodology and lesson planning in language teaching. It provides definitions and perspectives from various authors on these topics. Methodology is defined as a science that establishes procedures to effectively teach students based on their context and abilities, with the goal of enabling communicative English use. Lesson planning is considered an important tool for teachers, especially novice teachers, as it helps organize work and identify progress. While plans provide guidance, teachers should not follow them rigidly and should tailor lessons to their students' specific needs and circumstances.
Refleksiya özünü şəxsi və peşəkar tərəfdən təhlil etmək üçün mühüm bir vasitə kimi uzun müddətdir ki, təbliğ olunur. Hesab edilir ki,
müəllimin inkişafı həmkarlarının müşahidəsi ilə idarə edilərsə və strukturlaşdırılmış müzakirələr ilə müşayiət olunarsa, daha səmərəli ola bilər. Bu tədqiqatın məqsədi müəllimlərin həmkarların müşahidərəy
modelinə münasibətini araşdırmaqdır. Güman edilir ki, müəllimlərin həmkarlarının müşahidəsinə və onların fəaliyyəti barədə rəy bildirməsinə cəlb olunması, təhsilverənlərin öz tədris üslublarını və metodologiyalarını təkmilləşdirməsinə imkan verəcək.
Reflection has long been advocated in the literature as a vital means of investigating the personal and professional self. It is believed that teacher development might be more efficient if driven by peer
observation and accompanied by a structured follow-up discussion. The purpose of this study is to investigate the attitudes of instructors towards a peer observation-feedback model. It is hypothesized that when involved in peer observation and feedback, instructors will report improvement on their teaching styles and methodology.
Action research is more than a research as it opens the mind of a novice teacher to her practical world of learning and teaching & proves "One teaches two learn"
Reflective teaching is a relatively important issue in the field of teachers’ continue professional development. In this study, the author reviewed previous studies that investigated reflective teaching had positive influence for teachers’ progress in the long run. There were 13 different experiments analyzed in this article. Through a series analysis, five positive impact factors of reflective teaching were extracted: (a) Reflective teaching is correlated with the coefficient of the teacher’s CPD, (b) Teachers using reflective teaching will enhance teaching energy and confidence, (c) Teaching journal writing causes positive effects on the promotion of teaching quality, responsibility and consciousness, (d) Positive reflection attitude, academic qualifications and the overseas study experience promote the efficiency of teacher’s CPD, and (e) Based on group reflective discussions, teachers have more enthusiasm to share their thinking and get some new and creative teaching methods. Whereas, this study also showed that lack of theoretical knowledge restricts the teacher’s autonomous reflection ability. In addition, the researcher pointed three implications are used for teaching in class. Firstly, the reflective consciousness should be cultivated. Secondly, teachers need to focus on the combination of reflection theory and teaching practice. Thirdly, school and society should supply training activities and relax the environment for English teachers to enhance the quality of their reflection.
The document summarizes several papers on teacher development according to different authors. The first paper by Penny Ur discusses the differences between professionals, technicians, amateurs and academics, arguing that professionals are constantly learning, innovative, and committed to improving their teaching. The second paper by David Hayes speaks about managing innovations in education and proposes the cascade strategy of experienced teachers helping novice teachers. The third paper by Douglas Brown suggests teachers prioritize goals, observe their own teaching, conduct research, and provide constructive feedback to continue developing.
PROBLEM BASED LEARNING: BARROW AND BLOOM TAXONOMY (Experimental activity)ijejournal
This paper explains what the PBL consists of, exposes the role of the teacher and the student in
this methodology, and discusses the convenience of using pictograms to determine the
convenience of raising in the PBL, problems, or cases. Based on our teaching experience, a
taxonomy is proposed to facilitate an awareness of these differences and help teachers choose a
problem-based learning method more appropriate for their students. Also, a PBL planning
process is presented for an experimental activity and its process evaluation.
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
Conduct research to identify techniques for maintaining participant .docxladonnacamplin
Conduct research to identify techniques for maintaining participant interest in training. List a minimum of three specific techniques not found in the Blanchard and Thacker (2013) text and give a short explanation of each. Explain how these techniques can be used to deliver effective training, noting the learning style to which each technique appeals. Compare these three techniques with those identified in the course text, noting any differences or similarities.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture for review and information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
Auditory
- Listening to presented information and retaining th.
This document discusses the appropriate role and activities of embedded tutors in college classrooms. It begins by exploring how the tutor role is not clearly defined, as they are not teaching assistants, observers, or instructors. The optimal role for tutors is described as being an "ally" of students, directing attention to students as individuals in a supportive rather than instructive manner.
The document then outlines a range of core and supplemental activities tutors can engage in, such as determining their role with the instructor and students, learning course content, building rapport, and collaborating with instructors. It also provides recommendations for tutor training and managing embedded tutoring programs effectively to benefit students.
The document discusses three articles about teacher professional development. The first article by Joanne Pettis argues that teachers must regularly reflect on developing their professional competence through balancing principles, knowledge, and skills. The second article by Elizabeth Taylor explains how teachers can conduct classroom research by following steps such as informal conversations with colleagues and deciding whether to work individually or in groups. The third article by Penny Ur defines what makes a teacher professional through their commitment to ongoing learning and the context in which they apply their skills. The document also includes an evaluation section where the student agrees with the importance of teacher professional development and finds the article on classroom research particularly useful for their career.
1) The document presents a literature review on educational leadership in an international context. It examines research on leadership styles, the impact of teacher qualification levels, and the effects of principal leadership styles.
2) Research has found that transactional and transformational leadership styles can impact school performance. Higher teacher qualification levels are also linked to better student achievement.
3) Effective principal leadership is important for instructional quality and attracting high-quality teachers. Principals that support teachers and focus on instructional goals can positively influence student learning.
Teacher leadership plays a vital role in educational reforms and school improvement. It is defined in various ways, but generally involves collaboration, sharing best practices, taking action, and role modeling. Teacher leaders address issues affecting the school and classroom more directly. They also improve student achievement when given decision-making powers. Challenges include existing school norms, but teacher leadership can be promoted through distributed leadership models and principals who motivate and focus on instruction.
Gives an information about the prof ed, and enhances students capabilities regarding topics. Providing such information that are are worth more than gold ok po ako sa boarding po ako sa boarding po ako sa office and they are worth more po love you more than gold ok ok I love you too po ako sa boarding po ako sa boarding po ako sa boarding po ako sa boarding po ako sa boarding po giving me a nice weekend love you night din love just wanna see you later love and miss anything else you need me to bring anything for you more po love ko 🤗 I miss you always din po love ko po alam kung may be a nice day din po love ko ah ok po love ko ah ok po kita palagi sa lahat ng yun bae may have to go back at work ka na na po tayo love ko na ww I miss the w ag nakita kita palagi mahal din love ko stock price of test and lastly you always have to prepare a new test results from working you always have to go back at work ka na na seen it eedddddd I miss the students will help me happy to go back at the end you always have to prepare a nice weekend too love ko stock market open on ka po muna ako ah I miss the students to be a good night love ko stock market e a teacher then one is a teacher was the first 🥇🥇🥇🥇🥇🥇🥇🥇🥇🥇 you more po love ko ah ok po sabi ni no prob I miss the w hr number you more than you more than gold bae and then maya mag is also a teacher then maya po reply ko ah I see it takes to be test and not yet but when you always have a great weekend love ko stock price of the learner and then maya po reply I eeeeee I miss the students will repeat of it I miss the w ag nakita ko na na seen ko na na seen it in the future of our house and then I miss the w hr phone you more than anything I can learn how hard I can do to be done ✅✅✅✅✅✅ you more po ako ah I love it and the other is the content related which of these w ag tampo you always have a great weekend and happy to be done by word on ka na na seen it eedddddd you always have a great weekend and enjoy the day din e 1 na na seen it in the morning po maam pasensya po ako ah I miss the students to 3eee
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document compares the perceptions of effective teaching behaviors between graduates from two English teacher training programs in Turkey - the English Language Teaching (ELT) department and the English Language and Literature (ELL) department. The ELT program spreads methodology courses across four years, while the ELL program concentrates these courses into the final 1.5 years. A questionnaire was administered to 22 ELT and 22 ELL pre-service teachers to investigate differences in their perceptions. Interviews were also conducted with 4 participants from each group. The study aims to determine if perceptions differ between the two groups who receive different amounts and timing of methodology training.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. REACTION PAPER
Being a teacher is one of the professions in which a person never stops learning. A teacher
is constantly facing new experiences with their pupils, with the technology that they used, and
obviously also related to new approaches and methodologies that can improve the process of
teaching and learning. In the following paragraphs ideas related to teachers professional
development, the characteristics that they should have and their role on classroom investigation will
be develop from the point of view of four authors, Taylor (2002); Pettis (2002); Brown (2001) and
Hayes (2000) and then an evaluation based on the previous point will be developed.
Brown (2001) stated some rules to follow in order to do a better job and also to avoid stress
situations, some of the rules includesetting realistic goals and priorities, taking risks and
practicingprinciples of stress management. Brown (2001) divided the characteristics of a good
Language-Teaching into four categories which are Technical knowledge that means that a teacher
needs to have fluent competence in speaking, writing, listening to, and reading English, understands
the close connection between language and culture; The pedagogical skills that include the feedback
given to the students, the classroom management, the ability of the teacher to creatively adapt
textbook material and other audio, visual, and mechanical aids, among others; Interpersonal skills
which means the ability of the teacher at the moment of establish a conversation or at the moment
of interact with different members of the school, including other teachers, students, parents, etc.
Finally there are the personal qualities that a teacher should have such as being organized, sets
short-term and long-term goals for continued professional growth, among others.
Another relevant aspectis the one related to teacher collaboration; Brown (2001) suggested
five forms of it: Peer coaching, team teaching, action research, collaborative curriculum
development and revision and teacher support groups. The term of critical pedagogy is another
concept used by Brown (2001) and it is basically regarding to the students in the sense that teachers
need to give them the opportunity to think and express freely, teachers need to respect their points
of view and encourage them to do new things.
3. REACTION PAPER
Teachers never stop learning which means that the development of their professional
competence is long-term and ongoing as Pettis (2002) pointed out; moreover, Pettis (2002) stated
that a professional and competence teacher needs to have principles, knowledge and skills in a very
integrated way, due to, if a teacher knows the knowledge and he is principled but he does not have
the necessary skills to apply the knowledge the act is limited, and in the same way if a teacher has
the skills but does not have the knowledge the teaching act is limited too, while Brown (2001)
stated four main groups of characteristics that included technical knowledge, pedagogical skills,
interpersonal skills and personal skills and those 4 groups were divided into specific characteristic
that some of them were named in the previous paragraph.
Another important topic mentioned by Pettis (2002) is regarding to the types of teacher,
specifically two types of them, the first one is known as novice teachers that are defined or
characterized by the concern to what to teach questions and experienced teachers that want to
explore how-to and why questions to a greater degree. One more topic highlighted by Pettis (2002),
it is the personal commitment to professional development, due to it is a teacher’s responsibility to
take an activity that helped him to be a better teacher, because the students and the profession of
being a teacher deserve that, and there are a great number of activities that can help such as
conferences, journals to read, classroom research to conduct, among others.
Taylor (2002) presented a guide that help teachers to do their own classroom research or
investigating the classroom as she mentioned it, while in the previous paragraphs Brown (2001)
referred to it as action research. In this guide Taylor (2002) suggested that the classroom research
should be done individually or in small groups of teachers because people have different ways of
working and learning and it can be complicated to come to an agreement. Another important factor
mentioned by Taylor (2002) is that classroom research is more valuable when the teacher is the one
who carried out the research. “Many research are carried out by a researcher from outside and
therefore do not provide examples of people studying their own or a colleague’s classroom”. “The
4. REACTION PAPER
teachers’ research has the advantage of seeming closer to reality” are some of the statements
pointed out by Taylor (2002). Finally In order to clarify what means to her classroom research,
Taylor (2002) presented and explained the case of Ann, which is an example or guide to follow at
the moment of doing classroom research.
According to Ur (2002) the term of professional can be classified by contrasting it with
other terms such as lay, amateur, technician and academic. Each contrast offers an understanding
from a different perspective. The first one to be mentioned is the professional versus lay, in this
classification Ur (2002) specified the contrast on the basis that a lay person do not belong to a group
of professionals, and it might be difficult for a lay person to understand certain vocabulary used by
professionals. The second category is professional versus amateur; in this category Ur (2002)
based his arguments on the performance of each of them in the field, Ur (2002) argued that
amateurs do thing for fun, because they wanted to do something, because they love doing
something, meanwhile a professional do something well prepared in order to do a competent job
through learning. The third classification is professional versus technician;in this classification Ur
(2002) based the distinction in the skills aspect, due to a technician is focused on the development
of the skills without thinking about the knowledge of contents. The last classification is about
professionals versus academics, the main difference pointed out by Ur (2002) is based on the
characteristics that an academic owns, such as, lectures, writer, and researcher and that professional
priorities are real-time actions.
The last paper to be mention is the one written by Hayes (2000), that is emphasizes on
innovation in English teaching, specifically the “cascade model”. This paper is an exploratory
research about the “cascade method” and different ways to remedy the potential deficiencies of the
method of teacher development. First of all Hayes (2000) pointed out that “if any innovation is to
have a chance of moving from the planner’s desk to the classroom, the process needs to be carefully
managed”; afterwards, Hayes (2000) promoted some ways that helped to manage innovation and
5. REACTION PAPER
one of them included to study the teachers, education systems and the contexts in which they work
in order to inform innovation process. Then Hayes (2000) focused his paper on an specific strategy
for introducing innovation; the cascade model, in which training is conducted at several levels by
trainers drawn from a level above. Some advantages and disadvantages were exposed, in order to
finally give some criteria for cascade training to be successful. Hayes (2000) suggested five points
such as; the method of conducting the training must be experiential and reflective rather than
transmissive, expertise must be diffused through the system as widely as possible, not concentrated
at the top, among others. As an example Hayes (2000) presented the case of the Sri Lanka primary
English Language Project (PELP) that used the previous criteria and some principles that promoted
the effectiveness of the cascade method.
Evaluation
Nowadays being a teacher is so much than being in a classroom and telling the students
what they need to learn. Being a teacher today implies to teach student different ways to learn
something (strategies) and also to do research that can help to improve the teaching-learning
process.
A teacher needs to develop after graduate in order to improve not only his/her knowledge,
but also to improve their abilities as a teacher and in this way help futures teachers generations.
After reading chapter 23 from Brown (2001) it can be noticed that the process of development can
be frustrating for some teachers; therefore to follow the principles suggested by Brown (2001)
might be a very helpful way to avoid it; furthermore, at the moment of analyzing the characteristic
stated by Brown (2001) it can be said that they are organized in order to relevance and in a clear
way and each of the four categories count with a specific set of characteristics that a teacher need to
have or develop in order to be a good teacher, due to it can be difficult to teach knowledge without
having the skills, or even worst, having the skills but without dominating the knowledge, so, in
6. REACTION PAPER
order to be an integrated teacher it is necessary to try to fulfill the characteristic stated by Brown
(2001). Regarding to the teacher collaboration it can be said that it might be necessary for a teacher
in order to receive feedback from others that are in the same situation or in a step forward and have
some experience related to specific situations. From all of the ways of teaching collaboration, it can
be noticed that the most important one is the action research, due to it allow teacher to find out
solutions for specific issues, improve their writing ability, and also to improve every aspect
regarding to their teaching classroom design. As the last important aspect to mention is the one of
critical pedagogy. It is a necessary factor that all teachers should implement in their classes in order
to let their students think, it is about giving the chance to the students to solve problems and think
about different perspectives of an issue, if teachers starts implementing this during their classes,
they would be developing and promoting the critical thinking ability in their students.
After reading Pettis (2002) it is easy to agree with her in terms of the long-term process of
teacher’s development, due to a teacher never stops learning and develops some necessary
characteristics to be the best teacher; moreover, Pettis (2002) as well as Brown (2001) stated some
principles to follow and referring to these principles, knowledge and skills, itcan be said that Pettis
(2002) is right in what she proposed, due to a teacher needs to be integrated in every level to do a
good job, because it is difficult to teach something without knowledge but whit skills and the
opposite too. Regarding to the types of teachers mentioned by Pettis (2002) it is absolutely
necessary to show the disagreement regarding to this point, due to, from the point of view of a
novice teacher it can be declared that the question to answer is not what to teach, but how to do it;
moreover, it is difficult to find interesting and motivating ways to teach, meanwhile the what to
teach most of the time is given by some programs or institutions. In the case of the experienced
teachers, it might me difficult that they wanted to explore, due to their experience tell them what to
do and which is the best way to teach specific contents, it is believed that the first years of a
teachers are the best ones to explore and find new techniques and methods to teach. Finally in
7. REACTION PAPER
relation to the personal commitment for professional development it is necessary to say that Pettis
(2002) is totally right, due to if someone wants to be a teacher needs to know that being a teacher
involves a lot of aspects, and one of them is the personal commitment to continue investigating,
developing some skills, learning how to use new technologies, continue reading, attending some
conferences, and all of that in order to give the best of him at the moment of teaching, because that
is the thing that the students deserve, the best of their teachers.
The paper presented by Taylor (2002) was a very clear guide about what is investigating a
classroom. According to the suggestion made by Taylor (2002) about investigating a classroom
individually or in small groups, Taylor (2002) expressed the idea of doing a better research
individually or in a small group of colleagues, and it is necessary to show the agreement with the
statement, because teacher are all different, all of them have different interesting areas of study and
it might be difficult to find someone that could have the same area of interest that you have;
nevertheless if you find someone that can help you, you can take it as an advantage, because, to be
honest in the process of investigating a classroom you have a lot of things to do and in a few time,
therefore, a good idea could be to divide some tasks among the groupin order to minimize the time
of investigation, for example, one teacher could be in charge of writing the firsts parts of the
investigation, another teacher could write the methods and the procedure, a third one could write the
results and analysis, and finally another teacher could be in charge of revising the entire paper or
investigation in order to correct some grammar and spelling mistakes, and at the end of the
investigation all of the teachers should be beneficiated. Another important point to highlight in this
area is that, as in-service teachers we need to interact with the rest of the colleagues in order to gain
experience, to be more confident and to create a safe-environment for all of the members of the
school, and working with others can help more than anything to achieve these goals.
8. REACTION PAPER
Regarding to the person that should carry out a classroom investigation it is
indispensable to demonstrate the disagreement with Taylor (2002) because, she stated that only
teachers should carry out classroom investigation and in this way it would be more valuable,
because the teachers are the ones who see the closer reality, and they might also know some
external factors that can produce a variation in the results. Butwe need to keep in mind that
important investigations carried out by psychologists and scientists are the ones that have
contributed to the educational area, giving some cues regarding to how to teach and what to teach
under specific conditions.
Ur (2002) stated a number of classifications among teachers, which differentiate them
according to their main characteristics such as the degree of expertise, skills, knowledge, and the
performance in the field, among others. But to be honest, as an undergraduate teacher student, I
think that teacher as professionals should have a little bit of every category mentioned before,
because a professional teacher needs to love what she/he does as the amateur does in order to do a
better job and also to do some things for fun as a method of avoiding stress, professionals teachers
also need to improve their skills as time goes on as the technicians do, and as conclusions of the
previous papers (Brown, 2011; Taylor, 2002) a professional teacher must to do research in some
point of his/her professional life in order to improve their curriculum, knowledge and expertise.
On the other hand, each of the categories without taking into account professionals
should improve their knowledge, skills, expertise, and commitment regarding to the profession in
order to do a better job, because the profession of being a teacher and the students that they are
going to teach deserve that. Moreover, if in Chile the minister of education and the government
want to improve the results of the SIMCE test in the English subject, and the learning of the English
language as communicative, they need to pay attention in the quality of the teacher that they are
9. REACTION PAPER
going to recruit, because it need to have a good level of English, knowledge related to methodology,
the skills, and the commitment related to teacher development.
Finally Ur (2002) mentioned that English teaching has not yet reached the level of
professionalism, that there are still too many amateurs around, and in my opinion, Ithink that the
categories are quite extreme, because if we think about professionalism not also means to be in an
office working hard all day, but also it means to have fun in the field of the study and to be
commitment with the teaching process, a good English teacher for me, is not the one that is full of
knowledge and ideas and the one who do not like teaching, but a good teacher is the one that love
what she/he does, the one that every day tries to improve his/her development, the one that studies
every day in order to be a better teacher, and the most important aspect, that he/she loves her
profession and tries to do always the best things in order to help his/her students in the process of
learning.
Finally it is the Hayes (2000) evaluation about his exploratory research about cascade
training. Based on what Haley (2000) mentioned, the idea of the cascade innovation is a very good
and cheaper idea, but at the moment of implementing it, is when the issues and disadvantages start
to come up.
For implementing the cascade methods, I think that the commitment of the teachers
and the minister of education as a backup institution are fundamental, because the cascade method
need a lot of patience and hard working. Moreover it needs to diffuse the expertise through the
system as widely as possible in order to cover all of the possibilities and also to give the chance to
everyone. As a personal opinion, I believe that the cascade method is not as successful as it should
be, because it is always better to hear, see and learn the things from the ones that really know and
domain the contents, rather than to learn from the ones that are not as prepared as they should be;
things, words, processes, knowledge, etc. Always change between one person to another, that is
why it is better to learn from the first person, that is most prepared than the rest.
10. REACTION PAPER
Even though Hayes (2000) suggested some criteria that can improve in a notable way
the implementation of this model, I think that Chile is not prepared for such a method, because I
think that we are a very individualist country, with a negative vision towards innovations and most
specially when the innovation requires a lot of work from the part of the participants. Moreover, as
the English SIMCE demonstrates there are big gaps in terms of education to fill. Teachers need to
pay attention to the methods and strategies they are using with their students, what they need to
change and to have open minds in order to receive and acquire new information, knowledge, and
maybe in the future try to implement the cascade method or another one that can be applied in our
society.
11. REACTION PAPER
References
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.).
Pearson Education.
Hayes, D. (2000). Cascade training and teachers' professional development.ELT journal, 54(2),
135-145.
Pettis, J. (2002). Developing our professional competence: Some reflections.Methodology in
language teaching: An anthology of current practice, 393-396.
Richards, J. C., &Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An
anthology of current practice. Cambridge University Press.
Taylor, E. (2002). Research in your own Classroom.Methodology in language teaching, 397-403.