Chapter 25. Continuing your teacher education Teaching by principles By H.D. Brown
Professional goals as teacher Pennington (1990) -knowledge of ELT/L theories -understanding of teaching contexts -ability to use alternative teaching techniques -ability to adjust teaching techniques
Professional goals as teacher -practical & meaningful experiences in using teaching techniques -understanding self & sts -interpersonal communication skills -flexibility & openness to change
Teachers as peak performers Set realistic goals Set priorities Take risks Learn & use stress management skills
Good language teacher (Allen, 1980) -Proper education -Love of language -Critical thinking -Desire to develop self -Self-discipline -Readiness for work more -Professional citizenship -Passion for your work
Classroom observation Peer Observations (see Figure 23.1 for form) Action Research: Study of ‘field experiences of teaching’ Brown’s good language-teaching characteristics (see Table 23.1)-Technical knowledge, pedagogical skills, interpersonal skills, personal qualities Self-observation through videotaping (see Figure 23-2 for form), introspective or retrospective notes: reflective teaching
Classroom-based action research Linkage b/w theory & practice Teacher researcher Nunan (1989): four categories of classroom research (See Table 23.2) -developmental feature of learner language -interaction in second language -classroom tasks -learning strategies
Teachers as researchers Process of classroom research 5. Interpret results appropriately 6. Discuss findings or interpretations, limitations of study, suggestions, implications 7. Summary & conclusion
Teachers as researchers Process of classroom research 1. Convert ideas into specific research questions (RQ) 2. Operational define element of RQs 3. Methods of collecting data or evidence relevant to your RQs 4. Analyze the data (quantitative, qualitative or mixed) & organize them
Teacher Collaboration Peer coaching (mentoring) Team teaching Action research Collaborative curriculum development & revision Teacher support groups (join SIGs, Academic conference)
Critical Pedagogy Teach sts to fit into society or change the society: visionary practice (Giroux & McLaren, 1989) Beware of political agendas in language teaching (Phillipson, 1992) Brown: 4 principles of CP -Create space for sts to express themselves freely -Respect sts’ viewpoints -Encourage multi-perspectives -Delay your views until sts exhaust their ideas (do not force sts to think like you)
Critical Pedagogy Teachers as critical pedagogue Engage in teaching valuing cooperation, empowerment, problem-posing/solving, understanding of self in relation to others rather than competition, totalitarianism, conflicts or prejudice Teachers as Change Agents: Proactive activists Language as tool for liberating and power discourse