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Conceptualizing Teacher and Profession Development
Teacher Development and TrainingTraining Development
Compulsory Voluntary
Competency Holistic
Short term Long term
On off Ongoing
Temporary Permanently or continual
Skill technique & knowledge based Awareness based, angled towards personal growth and development
Compulsory to the entry to the profession
Not compulsory
Top-down Bottom-up
Product oriented(certification) Process oriented
Means you can a job Means you can stay interest in the job
Done with experts Done with peer group
External agenda Internal agenda
Profession and professionalism Profession is a work that required such expertise, knowledge and command in the
particular place The Profession
Religion Medicine Law
Classically, there were only three so called learned profession they were Religion, Medicine and Law. The main milestones which marked an occupation being identified as the profession are: full time occupation
Establishment of training school Establishment of universities Establishment of local and national association Professional ethics and I some cases license law The profession arraigns when any occupation transform itself to the developments
of formal qualification based upon education apprenticeship(internship, training, education, preparation) examination the emergence of regulatory, bodies with the power to admit discipline members and some degree of rights
Perspective of teacher development
Personal development is direction toward both the institutional goals and teacher’s own personal goals
Achieving personal growth and improving developmental performance can be go hand in hand
There are two types of teacher perspective1. The individual perspective• Teachers’ own interest in adding to their
professional knowledge and keeping up to date• Interest in improving skills• Interest in clarification and understanding their
principles, belief and values• Effort of the individual teachers• personal development
AREAS? PEDAGOGICAL EXPERTISE SELF AWARENESS UNDERSTANDING OF LEARNERS UNDERSTANDING OF CURRICULUM AND MATERIALS CAREERER ADVANCEMENT 2 The institutional perspectiveDevelopment of the institutionMost institution strive for it
AREAS?1 Institutional development-development of performance-power to attract students-better learning outcomes2 Career development -teacher position (senior or coordinator )3 Enhanced level of students learning
Joyce (1991) areas of institutional development
1 Collegiality2 Research3 Site specification information4 Curriculum initiatives 5 Instructional initiatives
1.5 Knowledge in Professional Education
What do teacher know ? How is that knowledge organized ? How do they use it?• Wallace 2010 presented two ways of getting knowledge. They
are as follows:1 Received knowledge
2 Experiential knowledge 1 Received knowledge : Research based knowledge Consists of facts, data and theories which are related to some
kinds of reason Such knowledge are linguistics, testing, assessments,
teaching materials etc This type of knowledge is derived from different sources. Like
books, newspaper, articles, textbook, teacher reference book, scientific experiment etc
Experiential Knowledge
The process whereby knowledge is created through the transformation of experiences
Knowledge generated from the real experience experiential learning
Donald Schon presented two ways of getting knowledge. They are as follows:Knowledge in Action Reflection in Action
Teacher being able to make the necessary on the spot practical decision to cop with problem as they arise while a lesson is in progress
Looking back at our owns action
Implicit, tacit Reflective approach
Our knowledge is our action Taking time to review the moment of decision
Self directed learning
We cannot describe the knowledge that we have
Reflection in our action given us information about ourselves
Teacher Maxim and Beliefs
Maxim: A rule for good or sensible behavior, specially one which is in the form of a proverbs or short saying
-Cobuild English Language Dictionary Jack C. Richard 1990 Maxim of involvements Maxim of planning Maxim of order Maxim of encouragements Maxim of accuracy Maxim of efficiency Maxim of conformity Maxim of empowerment Belief =general, changeable, thought but Maxim
=specific, finalize version of belief, conclusion
Maxim of involvements Follow the learner interest to maintain
students involvements Student centered classroom atmosphere
not teacher centered Moment to moment decision in the class
can be influenced by the students The lesson can evolve in a different
direction led by the interest of the learners On the spot decision can be taken during
teaching Students needs, interest, and feedback are
important Students contribution is recognized valued
Maxim of planning
Plan your teaching and try to follow your plan Curriculum centered classroom atmosphere The preplanned curriculum is central in
teaching Students can be involve only to the extent of
helping us implement our planned lesson The lesson should not be deviated from its
original mode in response to students feedback
Lesson should be show organized, it should not be out of central
Teacher centered
Maxim of order
Maintain order and discipline through out the lesson
Keep the class disciplined and orderly show that students can learnt most effectively
It was followed by Chinese teacher May Ling Class should be formal and teacher centered The classroom is a place where students
learn in a well disciplined man The teacher should be in central of himself,
his students
Maxim of encouragement
Seek ways to encourage students A New Zealander teacher George with three
years of teaching experience attempt to break away from typical Hong Kong classroom practices
1 students do not have to stand to greet2 Give students time to discuss the question
among themselves3 The were noisier4 Make classroom environment less then
threatening5 Promote students-students interacting
Maxim of accuracy, fluency, appropriateness
Work for accurate students output Focus on fluency and communicative use
of language Emphasize appropriate methods,
materials and classroom managements it focuses on the philosophy of a teacher It well combination of linguistics items
Conceptualizing Teacher Beliefs Beliefs is our attitudes and thought or it is related with our
personal attitude toward teaching and learning process Beliefs is a proposition that may be consciously or
unconsciously held by an individual “..the information, attitudes, values, experiences theories
and assumption about teaching teaching and learning that teacher build up overtime and bring with them to the classroom” -Richard,1998
Determine how teachers approach teaching how they perform different task and activities
Reflected on the teachers behaviors, action and activities Also called assumption, conception and personal theories
Sources of Teachers Beliefs
I. Teacher’s own experiences as language learners
II. Experience of what works best
III. Established practice
IV. Personally factors
V. Educationally based or research based principle
VI. Principle derived from an approach and method
VII. Personal life experiences
The maxim of efficiency Make the most efficiency use of class time Bring variety and provide as much input as possible along with
chance for production of language Maxim of conformity• Make sure your teaching follows the prescribed methods • Contradiction between teacher’s claim about the methods they used
an the real practice should be avoided.Maxim of empowerment
• Give the learners control• They should feel as if something is happening during their learning
process • They have to own the learning process• They need to have same role in decision making• Make them autonomous• Respect their voice idea and conclusion
Analyzing Critical Incidents A Critical Incidents is an unplanned and unanticipated events that occurs
during a lesson and that serves to trigger insides about some aspects of teaching and learning
-Richard &Farrell An event becomes critical depending on the way it is considered and the
effects if it has on one’s understanding of teaching Purpose To identify good practices-teaching high To identify practices which are not working well-teaching low Benefits Identifying the problem and solving them It can create the greater level of awareness Encourage teachers to pose critical question about teaching It helps bring to the level of awareness It can create opportunity for action research It can help in building a community of critical practitioners It provides recourse for teaching
procedures Anatomy for Critical Incidents Analyzing Critical Incidents itself What to analyze? Why to analyze? Preparing and analyzing Critical Incidents reports Self observation Describing what happened(explain in detail) Self awareness Explain the main reason in context Analyze the reason from different perspectives Self evaluation Personal Critical Incidents: The incident that result
in a significant change in a teacher personal as well as profession life is personal Critical Incidents
Teacher support group A Teacher support group can be defined as two or more teacher
collaborating to achieve either their individual or shared goals or both on the assumption that working with the group is usually more effective then working one’s own. It is also known as professional network.
According to Richard and Farrell(2005) the following types of teacher groups:
1 School based group: head teacher, teacher, teaching assistant, Liberian, supervisor etc
2 Job alike group: teacher can be same area3 Reading group: those professional writer they supposed
to gain the insight from professional publication4 Writing group: professionals writer5 Research group: conduct to research to language teaching and learning6 Virtual group: the group which role from different sources like e-mail,
internet but there is not face to face communication7 Teacher network: the teachers are involved from different parts of
region , like NELTA
Purposes and Benefits of Teacher Supports Groups
Reviewing and reflecting on teaching –strategic, method, materials
Material developments- collaborative work Trying out new teaching strategies Peer observation To develop self confident of the teacher and
expertise on their subject matter To develop greater awareness about the issue of
teaching Increased motivation Overcomes teachers feelings and isolation in
teaching
Peer Coaching
Coach-critical friend or trusted friend Collaborative teaching-willing to learn or change,
and accept the weaknesses According to Richard and Farrell (2010) Peer
Coaching refers to a procedures in which to teachers collaborate two help one or both teacher improve some aspect of teaching
Robins(1991) Peer Coaching is a confidential process through which two or more professional colleague work together to reflect own current practice expands, refine, and build new skills, share idea, teach one another, conduct classroom research or solve problem in work place
Forms
Informal discussion within colleague Collaboration between teachers Observe each other class Co-teaching relation and observe Video tape, watch together and
discussion
Purpose and Benefits To provide opportunities for to teachers to look
at teaching problem and develop possible solutions
To develop collegiality To help new teachers To gain knowledge from trusted person Provide feedback To help reciprocal development Sense of satisfaction for being a coach Rome the feelings of isolation Improve teaching practice It help to develop critical and analytical thought
Types 1 Technique coaching2 Collegial coaching
3 Challenge coaching4 Technique coaching : it refers to a situation in
which a teacher want to learn a new teaching methods or technique and seeks the assistance of another teacher who is experiences or more knowledgeable in this area
2 Collegial coaching : involves two teachers focusing on refiner their existing practice
3 Challenge coaching : involves focusing on problem that has Arisen in some aspect of teaching and they work jointly to resolve the problem
Role in Peer CoachingCoach teacher
Critical friend Willing to learn
Proving new ideas Ready to accept the weaknesses
Trusted colleague Open minded
Give advice like a friend not like a councilor
Collaborative
Non=-judgmental Starving to development profession
Open minded Always interesting in seeking new knowledge
Active listener friendly
Ready to collaborate cooperative
No pain no blame Energetic
Mentoring, Observation and Supervision
5.1 Mentor and MentoringInduction : wider perspectiveMentoring : certain strategy of reform
Mentor Mentee
More experienced New/novice in the profession
High reputation Willing to development
Willing to help others Learning new something
Achieved in profession Have little knowledge about subject matter
Personally successful
Have more knowledge about subject matter
Mentoring is a process whereby an experienced teacher works with a novice teacher giving guidance and feedback
Mentoring is a developmental process caring, sharing and helping relationship where one person invest time know-how and afford in enhancing another person growth knowledge and skills and responds to critical needs in the life of that person in such a way that prepared the individuals for a grater productivity in the future
Mentoring is a none threatening relationship or trusted friend
