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Teacher Development: We cannot develop unless

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Sandra Piai
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Define teacher development
Identify some of the challenges
Concentrate on you as the teacher
Different ways of developing as an individual
teacher
Reflect on their effectiveness
Discuss what you do
Conclusions
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Teaching is a lifelong process
TD is an ongoing part of this process, we can
develop through:
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colleagues
reading
conferences/courses
our students
It is about change and growth and ‘becoming
the best kind of teacher I personally can be’
(Underhill, 1986: 1)
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We cannot develop unless we are aware of
who we are and what we do.
Teaching practices are influenced by
teachers’ prior experiences and beliefs.
We can take charge of our own development.
Reflection is the bridge between teaching
and learning.
All teachers even experienced ones need
lesson plans
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Time
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Cost
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Support
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Who are you?
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Who are you?
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Who are you?
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Who are you?
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Who are you?
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Conferences/workshops/seminars
Writing articles/books
Going on courses/Taking further qualifications
In-house training
Learning another language
Action research
Peer observation
TD discussion groups
Teaching journals
Development portfolios
Critical friend/learning partner
Critical incidents
Lesson plans
Other?
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Formal
Informal
Courses
Workshops
Development portfolio
Teaching journal/diary
Conferences
Peer observation
Action research
Recording own lessons
Critical incidents
TD discussion groups
Writing articles/books
Learning another
language
Lesson plans
Learning partners
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REFLECTION
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‘Special form of problem-solving.’ (Dewey, 1933)
‘… a process of reviewing an experience of
practice in order to describe, analyse, evaluate
and so inform learning about practice.’ (Reid,
1993)
‘…an opportunity to consider the teaching event
thoughtfully and analytically and objectively.’
(Cruikshank, 1981 in Richards and Nunan, 1990: 202)
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introspection skills cannot be taken for granted and should perhaps be
deliberately developed
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focusing on one’s own behaviour can be an uncomfortable process
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can help develop self-confidence
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can gain insights into own classroom behaviour
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‘in writing, … we take the first step in reflecting on and about our
practice’. (Bartlett, 1990)
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‘practice and reflection on practice are inseparable elements of a
developmental spiral’. (Thornbury, 1991)
NB who are we writing for?
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Are less personal than reflective journals
Provide a framework for lifelong learning
Help keep you motivated
Are a personal record of your developmental journey and
can contain:
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qualifications
attendance certificates
handouts
lesson plans
peer observations
feedback/reflection on observations
materials
workshops/articles given/written by you
etc
Can be presented at job interviews
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A) if you are an experienced teacher?
 How have you developed?
 Does your teaching have a routine?
 Do you innovate?
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B) if you are a newly qualified teacher?
 How are you developing?
 Do you innovate?
 Have you established a routine in your teaching?
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Planning is a substantial aid to reflection
‘What a teacher believes in terms of values comes
into play, consciously or unconsciously, as
classes are planned.’
(Crookes, 2003: 100)
(How much of your lesson plan is based on
your prior experience as a student?)
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How much do you reflect on your lesson plan
a) whilst writing it?
b) after your lesson?
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Do you write notes on your lesson plans
before/during/after lessons?
Do you act on these notes?
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Fill in a reflective journal at the end of each
English lesson
Reflect on things that worked well as well as
things that didn’t
Meet your partner at the end of each week
and swap journals
Read each others’ journals and write
reflective questions
Reflect on these questions
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The Frierian Fishbowl
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2.
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Which factors do you believe are paramount for a
student to succeed in learning a language?
What do you consider is your primary role in the
classroom?
What connections do you see between your teaching
experience and what you learned at school?
If you were a student in one of your classes what
would you think of yourself?
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At the end of the week, think back over your
lessons and select one incident to reflect on
Ask yourself the question ‘what would have
happened if ……..?’
Write down your reflections on what might
have happened and why
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Many ways teachers can develop
We can self-direct our own development
BUT
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Need time, space and support to do so
Need to be aware of who we are
Need to be aware of where we want to go
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‘Would you tell me, please, which way I
ought to go from here?’
‘That depends a good deal on where you
want to get to,’ said the cat.
‘I don’t much care where...’ said Alice.
‘Then it doesn’t matter which way you go,’
said the cat.
(Alice in Wonderland, Lewis Carroll)
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TD is ……
The most interesting development
idea/activity today was ….. because …..
Even with little time/support I can …..
Attending this talk today has made me think
about …..
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Appel, Joachim (1995) Diary of a Language Teacher.
Oxford: Heinemann
Foord, Duncan (2009) The Developing Teacher. Delta
Publishing
Head, K. & P. Taylor (1997) Readings in TD. Oxford:
MacmillanHeinemann
TD SIG Newsletter. Published by IATEFL
www.gtce.org.uk/tla/rft/reflection0507/
www.ifl.ac.uk/cpd/
www.tda.gov.uk/teacher.aspx
www.tdsig.com
www.Teachers.tv
www.teachingenglish.org.uk/transform/teacher-development-tools
philseflsupport.com
bcnpaul1.blogspot.com
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Bartlett, L. (1990) Teacher Development through Reflective Teaching. In
Richards & Nunan (eds) Second Language Teacher Education.
Cambridge: CUP
Bolitho, R. (1988) The Emergence of a teacher development movement
in ELT in the UK. (Unpublished paper). In Head & Taylor Readings in
Teacher Development. Oxford: MacmillanHeinemann
Cruikshank, D. R. and J.H. Applegate (1981) Reflective Teaching as a
Strategy for Teacher Growth. In Richards & Nunan (eds) Second
LanguageTeacher Education. Cambridge: CUP
Dewey, J. (1933) How People Think. Boston, Mass: D.C. Heath &
Company
Thornbury, Scott, (1991) Watching the whites of their eyes: the use of
teaching practice logs. English Language Teaching Journal 45/2: 140-6
Underhill, A. (1986) Editorial. In Teacher Development Newsletter 1/1
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THANK YOU FOR LISTENING
sandrapiai612@gmail.com
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