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Ready, Steady, Go! The Teacher as participant in school language policy

Ready, Steady, Go! The Teacher as participant in school language policy

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Ready, Steady, Go! The Teacher as participant in school language policy

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  1. Ready, Steady, Go!The Teacher as participant in school language policy Antoinette Camilleri Grima

  2. What does a teacher bring to class?

  3. Teachers Administrators Parents/carers Education authorities External agents Stakeholders

  4. The teacher as a child Getting ready

  5. The linguistic and cultural practices • Inherit attitudes • Formulate beliefs • Develop habits

  6. As a student-teacher Getting steady

  7. Relevant factors: • Choice of career • Course structure • Areas of study • Opportunity for practice

  8. Qualified teacher Go!

  9. Practices • Teacher deployment • Role within the school • Opportunity for personal development • Sense of fulfilment

  10. Angela • Biographical • Longitudinal • Developmental • Ethnographic • Maltese • Representative

  11. Watch video

  12. Bi-dialectal Bilingual Plurilingual Multicultural Teacher baggage

  13. Had little opportunity for intercultural communication What was missing?

  14. Positive attitude Teacher of Italian from Italy What was gained?

  15. Choice of profession Teaching practice Deployment of teachers Induction into the profession Teacher Education

  16. Lack of preparation for new realities like Heavy work load Examination pressures Negative attitudes Parental involvement What was missing?

  17. Knowledge and understanding Experience, skills, values Ability to reflect and act upon that reflection What was gained?

  18. Personal & professional development Active Motivated The Teacher at School

  19. No cross-curricular relevance No diversified approach Feels disheartened Finds personal fulfilment outside school Something missing…

  20. Decentralisation of power – school autonomy Teacher empowerment Rays of hope

  21. Organisational structures and procedures within the school should engage teachers in reflecting and acting, and in feeling that they are making a valid and welcome contribution. In-house Staff Development

  22. Teachers’ Perspectives on Effective School Leadership(Harris, Day & Hadfield, 2003) • Staff development is generally welcomed by teachers • Viewed as a means of rewarding staff • Motivates development

  23. “In particular, the headteachers’ commitment to staff development was seen as a key element of effective leadership”(p. 74)

  24. …from the perspective of teachers… effective school leaders enable others to initiate, and to take responsibility for leading