1. Inductions on PS Courses: their role in preparing & developing tutors
Ruth Fordham

2. Pre-sessional Inductions
1. assumptions we make about inductions
& development opportunities
2. reality of our contexts

3. Assumption 1
All teachers are like us and are interested in teacher development
Reality:
different stages in their careers
pay and conditions

4. Assumption 2 There is time and space on inductions for development.
Reality:
push between practitioners & management
priority is making the course function to meet the needs of the students & institution
information overload

5. Assumptions raise questions
If some tutors are uninterested in development, should we be doing it?
our role?
give back?

6. Is induction the right place for development?
rethink - looking at things the wrong way round
not during but continuous
3 phases: before the course
during induction
during the course

7. Assumption 3 Development for all tutors is the same. Reality:
wants & needs
where do we pitch it?
differentiation

8. Development BEFORE the course
encourage discussion via Padlet
Novice tutors –
demystify EAP & bridge the gap:
What are your impressions of working within the field of EAP?
What skills, knowledge and qualifications do you have which are transferable to EAP?
What challenges do you think you might have this summer?
Adapted from Campion (2016:69)

9. Criticality and Chinese students
(More) experienced tutors-
engagement with discussions we are having
Criticality and Chinese students
Aim is for both discussions to picked up on in induction
pre- discussion helps us pitch it correctly
discussion in induction = more focused

10. Development DURING the course
Best opportunity to engage tutors
Tutor-led workshops
we’re not the only experts
our role = provide time & space within the timetable

11. Assumption 4 Only those experienced tutors can deliver these sessions
‘experienced teachers’ are advised to be contributing to articles about EAP and attending & speaking at workshops, seminars and conferences
…those with ‘less experience’ are advised to be merely reading EAP teacher development literature & attending EAP staff development workshops & conferences.
Ding & Campion (2016:61)

12. Reality: all experienced tutors have something of value to share
don’t pigeon-hole people
knowledge & skills are transferable – apply to EAP
not to disregard those with experience – practical or theoretical

13. Achieve a balance & maximise interest – emailing tutors BEFORE the course
What development sessions would you like to attend?
Are there any sessions you would like to lead on?

14. Questions
If everyone isn’t interested, should development sessions be compulsory?
2. What is the right number of CPD sessions
for a 10 week course?
3. What should the balance be between
practical & theoretical sessions?

15. Reference
Campion, G. (2016) The learning never ends: exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes Volume 23, pp