Teacher EducationCrandall, 2000

Fariba Chamani (2016)

Introduction

Effects of General edu. on

LT edu.

Major Shifts

1. A shift from transmission, product-oriented theories to process-oriented theories

2. A focus on context and the link between theory & practice

3. A focus on self-observation & reflective teaching

4. A shift from short-term workshops to sustained in-

service programs

Greater focus on

1. Practical experiences 2. Classroom-centered /

teacher research

Conceptions of LTDifferent

ViewsEducation Training

Traditional view

Development of language knowledge, language teaching and learning

Development of skills to apply this knowledge in the practice of language teaching

Widdowson (1997)

Intellectual awareness of theoretical principles underlying particular practices (problem-oriented )

Practical techniques to cope with predictable events (solution-oriented)

Wallace (1991)

Education & Training : can be presented or managed by others but Development: can be done only by and for oneself

Models of LT (Wallace, 1991)

• Less experienced teachers learn through observing those with more experience.

Craft model

• Knowledge is learned from experts and then applied in real-world contexts.

Applied science model

• Teachers reflect upon, evaluate, and adapt their own practice.

Reflective model

Theories Underlying LT Models• Teaching as doing • A behavioral model

Craft model

• Teaching as thinking and doing

• A cognitive model

Applied science model

• Teaching as knowing what to do

• An interpretivist view Reflective

model

From Methods To Methodology

Methods Traditional view

Top-down

“Products” for teachers to learn and “match”

Prescriptive

Product-oriented

Methodology Constructivist view

Bottom-up

Reflections on experiences

Context-specific

Process-oriented

1. Teacher Cognition And Beliefs

Teachers think and act based on their own beliefs

If they are aware of these beliefs & learn how to think, they will consider new techniques or changes in practices.

In addition, teacher cognition is “situated” in practice; thus, context plays an important role in the ways they think & act.

2. The Role Of Reflection

Teacher inquiry and reflection is important to the development of language teaching theory and appropriate language teacher education.

Reflection on experience provides a means for developing more informed practice, making tacit beliefs and practical knowledge explicit, articulating what teachers know and leading to new ways of knowing and teaching.

3. Teacher Narratives & Case Studies Narratives (stories, cases, lessons,

anecdotes) provide a means of bridging theory and practice and demonstrating the complexity of teaching.

They provide contextualized portraits of the many factors which influence teacher decision making and behavior in the classroom

4. The Role Of Practical Experience

Practica (practical experiences & teaching practice) is part of most LT education programs. Yet, they are often too few, too late, and not much focused on realities of classroom, or school.

Prospective teachers need more Practica to link theory with practice and to learn from experienced teachers, while offering experienced teachers an opportunity to learn from them.

5. The Role Of Research

Teachers can reconsider their assumptions and practices and enhance teacher professionalism through doing classroom research, focused on observation and analysis.

Such research can be undertaken collaboratively by teacher educators/researchers and teachers or individually by teachers researching their own classrooms.

Assessment In LT Education

Teachers performance is assessed based on a teaching portfolio along with a CV, transcripts, letters of reference, and teaching evaluations that provide concrete evidence of teacher capability and ongoing development.

A teaching portfolio includes: audio/videotapes of classroom teaching; examples of student work; lesson plans, curriculum guides, or syllabi; entries from a teaching log or journal; statements of a personal philosophy of teaching; or simulated performances such as role plays, or interviews.

Native/Non-native Professionals In ESL & EFL Contexts

Determining who is a “native speaker” is not simple, and the linkage between native-speaking proficiency and professional competence is also often misconstrued.

Research has also documented the concerns that non-native-speaking teacher candidates have in teaching in a context in which most of the teachers are native speakers.

Solutions For Native/Non native issues

Pairing non-native & native-speaking students in field experiences and other practica

Assigning non-native-speaking teacher candidates to non-native-speaking mentor teachers

Integrating issues related to non-native speakers throughout the curriculum

Addressing language-proficiency needs

Addressing the problematic situations in EFL contexts: large classes, limited resources,…

Considerations For Experienced Teachers

The studies on the development of experienced teachers include:

Importance of shared responsibility for the design and delivery of in-service programs,

Sustained time for learning and reflection, and

Opportunities for feedback and reflection.

Hayes (1995) Advice About In-service Teacher-training Programs

Sessions should be task-based, classroom-centered, and practical, focusing on both the application of theory to practice and awareness-raising, with shared responsibility in the design and the implementation of the program.

Teachers should also have opportunities to practice innovations through microteaching, peer teaching, and poster sessions before returning to their classrooms and, where possible, engage in follow-up sessions.