fresh eye-deas young learner teacher cognition and teacher training
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YOUNG LEARNER CONFERENCE IH ROME MANZONI, 2013. Fresh Eye-deas YOUNG LEARNER TEACHER COGNITION AND TEACHER TRAINING. A MESSY CONSTRUCT…why bother?. - PowerPoint PPT PresentationTRANSCRIPT
Fresh Eye-deas
YOUNG LEARNER TEACHER COGNITION AND TEACHER
TRAINING
YOUNG LEARNER CONFERENCE IH ROME MANZONI, 2013
A MESSY CONSTRUCT…why bother?
“... a wide range of concepts including teachers’ beliefs, theories, assumptions, attitudes, knowledge, understandings, and pedagogical principles ... which are implicit, tacit, practical, systematic, dynamic and contextually grounded”
Andon & Eckerth, 2009.
“... understanding teachers’ beliefs is essential to improving teaching practices and professional teacher preparation progammes”
Johnson, 1994.
WHO? WHAT? WHEN?
I had to unlearn everything I
was taught on my course
You just need to do what they tell you on the
course
ROOTS OF COGNITION
APPRENTICESHIP OF
OBSERVATION TEACHER TRAINING
INITIAL TEACHING
EXPERIENCE
TEACHER TRAINING DIFFICULTIES
APPRENTICESHIP OF OBSERVATION
13,000 hrs
ASSUMPTIONS
BELIEFS
KNOWLEDGE
4 weeks
TRAINEES’ POINT OF VIEW
- Beliefs suddenly called into question
- Encounter theories which run counter to beliefs
- Expected to adopt new theories
- Colleagues have adopted new theories
- School adopts a different approach to course
TEACHER TRAINING DIFFICULTIES
TEACHER TRAINING & INITIAL EXPERIENCE
TRAINERS’ POINT OF VIEW
- Use information to validate rather than re-evaluate (Kagan, 1992)
- “Survive” the course without changes to beliefs (Peacock, 2001)
- Reluctant to adopt practices they disagree with (Urmston, 2003)
- “Teach to observation” (Almarza, 1996; Senior, 2006)
- Interpretation may differ from tutors’ intention (DaSilva, 2005)
TEACHER TRAINING DIFFICULTIESTEACHER TRAINING & INITIAL EXPERIENCE
• USE OF L1
•ASPECTS OF PLANNING
•EXPECTATIONS OF YOUNG LEARNERS
•UNDERSTANDING OF LEARNING STYLES
•INSTRUCTIONS
•USE OF MATERIALS
•SUBJECT KNOWLEDGE
•ROLE OF ACCURACY AND FLUENCY
EXTENT OF INFLUENCE
Previous findings based on adults
Revealed cognitions of YL teachers
Uncovering of tensions
THEORY VS. PRACTICE
LOCATION OF STUDY
International House Sabadell(Spain)
RESEARCH BACKGROUND
DESCRIPTION OF YOUNG LEARNERS
RESEARCH BACKGROUND
DESCRIPTION OF TEACHERS
RESEARCH BACKGROUND
TEACHER AGE QUALIFICATIONS EXPERIENCE LANGUAGES
1 24 BA. | CELTAIHCYLT
3 years Spanish: Fluent
2 35 BA. | CELTAIHCYLT
8 years Spanish: Intermediate
3 30 BA. | Trinity TESOLIHCYLT
7 years Spanish: FluentCatalan: Fluent
4 28 CELTA | IHCYLT 1 year Spanish: Elementary
WHO? WHAT? WHEN?
I had to unlearn everything I
was taught on my course You just need
to do what they tell you on the
course Teacher 2
Teacher 4
ACKNOWLEDGED INFLUENCES
All four teachers confirmed cognitions rooted in experience, training and context
Some cognitions were challenged during initial training course
All four teachers cited IHCYLT as being useful for the classroom situation
Common belief adopted was awareness of learning styles in the EFL YL classroom.
CASE STUDY – WORKING EXAMPLE
COGNITIONS OF YL TEACHERS
•REPETITION•LEARNING STYLES•USE OF L1 IN THE CLASS•AFFECTIVE DOMAIN•INCIDENTAL LEARNING•SCAFFOLDING•SPEAKING PRACTICE•MEANING CLARIFICATION
CASE STUDY – WORKING EXAMPLE
What is the easiest thing for young learners to
learn in another language?
CASE STUDY – WORKING EXAMPLE
CASE STUDY – WORKING EXAMPLE
YL TEACHERS’ VOCABULARY BELIEFS
•Young learners need plenty of repetition of lexis.
•Young learners should be introduced to lexis in a variety of ways to cater for learning styles.
•Young learners should practise vocabulary in a variety of ways in order to cater for their different learning styles.
CASE STUDY – WORKING EXAMPLE
PRACTICE VS. BELIEFS - 1
CASE STUDY – WORKING EXAMPLE
PRACTICE VS. BELIEFS – 2
CASE STUDY – WORKING EXAMPLE
PRACTICE VS. BELIEFS – 3
WHEN TO DEAL WITH TEACHER COGNITION
1. BEGIN AT THE BEGINNING
- IHCYLT - CELTA
2. CONTINUE THROUGHOUT CAREER
- In all EFL / ESL / EAP environments - With all levels of experience - When there is change in working life of teacher - When there is enforced changes to curriculum
EXPERTISE VS. EXPERIENCE
20 years vs. 1 year repeated x 20
ABSENCE OF AWARENESS-RAISING MEANS…
no change in practice despite training courses no benefit from proven research results YLs not catered for in terms of best practice no development of reflective skills
HOW TO DEAL WITH TEACHER COGNITION
1. AT THE BEGINNING - First module on initial training courses - Overt linking of approaches to cognitions - Detailed information provided for trainer/tutor - Open sharing of experiences - Recognition and acceptance of root and origin - Reflection at end of course
2. ON A CONTINUOUS BASIS - Techniques given for reflective practice - Time allocated for open support for problems - Regular check-in throughout academic year
SUMMARY
YOUNG LEARNER TEACHING & TRAINING
AWARENESS OF TEACHER COGNITIONS
YL TEACHER TRAINERS
TRAINEES ON YL COURSES
YL CLASSROOM PRACTICE
INCREASED LEARNING OPPORTUNITIES
