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EFL/ESL TEACHER DEVELOPMENT PROGRAM

EFL/ESL TEACHER DEVELOPMENT PROGRAM. Mohammad Rahimi, PhD Department of Foreign Languages and Linguistics Shiraz University A seminar for L2 teachers and teacher trainers. Preliminaries. Growth in the number of individuals seeking to learn English worldwide ( Phillipson , 2003)

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EFL/ESL TEACHER DEVELOPMENT PROGRAM

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  1. EFL/ESL TEACHER DEVELOPMENT PROGRAM Mohammad Rahimi, PhD Department of Foreign Languages and Linguistics Shiraz University A seminar for L2 teachers and teacher trainers

  2. Preliminaries • Growth in the number of individuals seeking to learn English worldwide (Phillipson, 2003) • The centrality of teachers(Johnson, 1992; Prabhu, 1990; Kumaravadivelu, 2003; Pennycook, 1999; Gee, 1994) • Teachers as mediators between theory and practice (Widdowson, 1990) • The chasm between theory and practice (Freeman & Johnson, 1998; Kumaravadivelue, 2003, Mattheoudakis, 2007) • The necessity of teacher education (Phillipson, 2003; Burns &Richards,2009)

  3. Definition of Key Terms • Teacher education: • Teacher training : • Short-term ,induction into teaching position (Richards & Farrell, 2005) • Specified in advance; formulaic in character limited; Solutions to a set of predictable problems and sets a premium on unreflecting expertise (Widdowson, 1990). • Mastery of discrete aspects ok skills and knowledge (Freeman, 1989) • Fragmented view over teaching (Eisner, 1983) • External Approach, instructivist and or transmission-based (Freeman, 2001) • Teacher development: • Long term, growth of teachers’ understanding of teaching and of themselves as teachers(Richards & Farrell, 2005) • Reformation of ideas and the modification of established formulae , critical (Widdowson, 1990) • Indirect, holistic intervention to address complex aspects of teaching (Eisner,1983) • Internal approach, constructivist, in-service strategy (Freeman, 2001)

  4. Tripartite Organization • Tripartite organization of content, process and outcome(Freeman, 2001) • Content: What it is to be taught • Process: How the content is introduced • Impact: The effect or the outcome which is expected L2 teacher education teacher training teacher development content process desired impact

  5. Collaborator & Learner Teacher • Two individuals in the interactive process of teacher education • Teacher or “teacher-in-preparation” or learner teacher or student teacher • The “collaborator” as a teacher educator, trainer, supervisor, and program administer, mentor, colleague, or peer (Freeman,1989)

  6. Theoretical Framework • A constructivist approach: • Learner teachers build their own knowledge base through engaging in experience and reflective practices as opposed to knowledge transmission view which is based on transferring knowledge (Freeman, 2001) • Negotiation (Ellis, 1994) • Support (Westbrook et al., 2009; Ulvik et al., 2009; Vacilotto & Cummings, 2007; Schelfhout, et al., 2006) • Collaboration (Gaudioso, et al., 2009) • Learner-centeredness (Westbrook et al., 2009) • Implementation: Richards and Farrell (2005) • WORKSHOPS • PEER OBSERVATION • PEER COACHING

  7. Shortcomings of Teacher Training • More concerned with what teachers require to know and the way they could be trained than what they actually knew, how what they knew could influence what they do, or how they naturally develop professionally over time (Freeman and Johnson 1998) • A pre-packed and one-size-fit-all prescription ignores the contextual diversity and is adequate in both content and process. (McMorrow, 2007) • The prescriptive nature of pre-packed teacher training (McMorrow, 2007)

  8. Teacher Learning • A form of socialization into the professional thinking and practices of a community of practice (Burns & Richards,2009) • The assumptions about the nature of teacher development and how it takes place (Richards and Farrell, 2005) • Teacher Learning as Skill Learning: discrete skills • Teacher Learning as a Cognitive Process: the way teachers’ beliefs and thinking influence the way they teach and learn • Teacher Learning as a Personal Construction: personal construction which revolves around two major key notions of self-awareness and personal interpretation • Teacher learning as reflection: critical examination of experiences, a process that can lead to a better understanding of one’s teaching practices and routines” (Richards & Farrell, 2005,

  9. Historical Perspective(Freeman and Johnson,1998) • Mid-1970s • Teaching as a set of discrete behaviors, routines, or scripts done by experts or competent teachers • Behavioristic approach toward teacher learning • Teachers as “passive technicians”andcontent knowledge which was delivered to teachers as a form of “teacher-proof packages” (Kumaravadivelu, 2003) • Later in the mid-1970s • The prominence of cognition and reasoning • Teachers as thoughtful decision makers • Teachers “reflective practitioners” and critical problem solvers through the processes of “reflection-on-action” and “reflection-in-action” (Kumaravadivelu, 2003) • By the mid-1980s • A constructivist perspective, socially construction of teacher learning out of their experience • The importance of workplace and the social context (Westbrook et al., 2009) • Teachers as “transformative intellectuals” whose “classroom reality is socially constructed and historically determined” (Kumaravadivelu 2003)

  10. Reflection • Learning through experience (John Dewey 1933) • Teachers are assisted to learn from experience through gathering information on their own teaching as the basis for critical reflection through procedures such as self-monitoring, observation (Richards & Farrell, 2005). • Reflective practice as a predominant paradigm of teacher education in the world leaving the transmission-oriented approach and takes a constructivist stance over teacher learning (Lee ,2007 ; Farrell, 1999). • Constructivist-oriented teacher education programs common attributes: reflection, learner-centered instruction, collaborative learning, cohort groups, problem solving, and portfolios (Dangel and Guyton, 2003) • Social constructivism aims to connect theory to practice and regards learners as “thinker and constructor” and has been manifested activities such as reflective teaching, and collaboration (Chiang, 2008) • Ample opportunities for student teachers to acquire the theoretical underpinning of the field as well as the analytical and reflective tools necessary to link theory with practice (Farrell,1999).

  11. Key Notions of a Constructivist or Reflective Approach • ZPD & expert scaffolding • Vygotsky’s definition ZPD :the difference between what a person can achieve when action alone and what the same person can accomplish when acting with support from someone else and/or cultural artifact (Lantolf,2000) • Collaborative construction of opportunities (Lantolf,2000) • Dialogue results in the development of ideas through the expert scaffolding (Lee, 2009) • Support and context • Support, vital for the efficiency of professional development activities encompassing “institutional support” and “peer support” (Richards and Farrell,2005) • Learning environment (Biggs, 1999) • Deep learning environment : group work, interaction, problem solving, knowledge exploration and classroom-based assessment • Surface learning environment: teacher-centeredness, passive learning, and stressful memorization-based assessment

  12. Key Notions of a Constructivist or Reflective Approach • Collegiality • Creating a culture through developing cohesive and professional relationships between the staff ,in which “broad” vision-directed improvements as well as day-to-day operation are valued (Richards & Farrell, 2005) • Nurturing more “interaction between teachers, peer-based learning through mentoring, and sharing skills, experience, and solutions to common problems (Richards & Farrell, 2005) • The school as a learning community lucrative collaborative endeavor (Atay, 2008) • Opportunities for the teachers to work and learn from one another through “participation in group-oriented activities with shared goals, and responsibilities, involving joint problem solving (Richards & Farrell, 2005)

  13. Key notions of a constructivist or reflective approach • Self-directed learning • An “outsider” approach was abandoned for an “insider” approach (Richards and Farrell,2005) • Teachers responsibility for “setting goals for self-development and for managing and controlling their own learning (Richards and Farrell, 2005) • Processes to be recognized such as inquiry, self-appraisal, experience, personal construction, contextualized learning, and planning and managing (Richards and Farrell, 2005) • Teacher background • Apprenticeship of observation (Lortie,1975): what makes the present teacher emerges from their past that can shape their future in the course of time • Limited effect on student teachers

  14. Key notions of a constructivist or reflective approach • Routine Teaching • One year’s experience repeated twenty years (Ur,1996) • Decision making and Teachers’ Autonomy • A goal of teacher education to enable teachers to take actions independently (Benson, 2008)

  15. Teacher Training Models • Wallace’s Models (1991) • The craft model • The applied science model • The reflective model • Received knowledge: valuable element of scientific research findings, content necessary for a qualified language teacher. • Experiential knowledge: professional's ongoing experience

  16. Evaluation of Teacher Education (Kirkpatrik,1988) • Reaction of participants feel during and closely after the program • Learning relates to the amount of achievement of the participants • Performance has to do with the difference in the participants’ teaching due to the learning experience of the program • Organizational results regard the additional benefits that the organization has gained

  17. Tools • Workshops • An intensive, short-term learning activity that is designed to provide an opportunity to acquire specific knowledge and skills They also add that the participants are expected to learn the content in a way that later they can apply it in their classrooms and to scrutinize their beliefs on learning and teaching and to reflect on their teaching practices.(Richards and Farrell ,2005) • Benefits • input from experts through creating a comfortable learning environment to share knowledge and experience • practical classroom applications increasing teachers’ practical skills and assisting them to solve their problems rather than simply providing them with theoretical issues. • raising teachers’ motivation. • developing collegiality • Supporting innovations • Flexibility in organization

  18. Tools • Peer Observation • A teacher or other observer closely watching and monitoring a language lesson or part of a lesson to gain an understanding of some aspect of teaching, learning, or classroom interaction” (Richards & Farrell, 2005) • Benefits • An opportunity for novice teachers to learn from more experience teachers • For experienced teacher, peer observation can be a means to see how others deal with the same problems. • instigating reflections about one’s own teaching. • developing collegiality through interaction. • self-awareness of one’s own teaching. • steps • Pre-observation session: aim of the observation • Observation procedure and schedule: • Observation: • Post-observation: discuss the previously-agreed upon issues

  19. Tools • Peer Coaching • involves an experienced teacher working with a less experienced teacher in a mentoring role”(Richards & Farrell, 2005) • more competent learners scaffolding the weaker ones (Mynard and Almarzouqi ,2006) • Benefits (Gottessman ,2000; Vacilotto & Cummings, 2007) • Commitment to peer coaching as a means to analyze and progress instruction • Willingness to use the common language of collaboration to talk over the total teaching act in a nonjudgmental atmosphere • Willingness to enter to this relationship • Open-mindedness to search for improved ways of handling classroom • Acting as a colleague and as a professional • heterogeneity is seen as a merit • steps (Gottesman, 2000) • Peer watching: In this phase, a teacher observes another teacher’s classroom but does not make any comments. However, the teacher simply takes notes if necessary. This phase is only for the teachers to get accustomed to the process and feel comfortable with a colleagues’ presence in the class. • Peer feedback: This is a transitory phase between peer watching and real coaching in which the coach provides the teacher with presenting facts based on the data collected in the first phases. • Peer coaching: actual peer coaching occurs and the coach takes actions and plans and offers suggestions if the teacher ask for a direct input.

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