1. Chapter 25. Continuing your teacher education
Teaching by principles
By H.D. Brown

2. 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

3. Professional goals as teacher
-practical & meaningful experiences
in using teaching techniques
-understanding self & sts
-interpersonal communication skills
-flexibility & openness to change

4. Teachers as peak performers
Set realistic goals
Set priorities
Take risks
Learn & use stress management skills

5. 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

6. 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

7. 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

8. Teachers as researchers
Process of classroom research
5. Interpret results appropriately
6. Discuss findings or interpretations, limitations of
study, suggestions, implications
7. Summary & conclusion

9. 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

10. Teacher Collaboration
Peer coaching (mentoring)
Team teaching
Action research
Collaborative curriculum development & revision
Teacher support groups (join SIGs, Academic conference)

11. 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)

12. 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