Promoting Professional Development Through Reflective Teaching

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<p>Diapositive 1</p> <p>MoRCE-Net Study Day,Ouled Teima, June 4, 2015</p> <p>Workshopon : Promoting Professional Development through Reflective Teaching</p> <p>MoRCE-Net Study Day, Ouled Teima, June 2015Abdellatif Zoubair,ELT Supervisor, Agadir.Email: abdellatif.zoubair@gmail.comWebsite: www.zoubaireltcommunity.ac.ma</p> <p>Agenda Remind participants of the main features of professional development; Agree on a rough definition of the notion of reflective teaching;Discuss the main characteristics of good reflective practice; Reflect on how the ideas above can be implemented into our everyday teaching practices.</p> <p>MoRCE-Net Study Day, Ouled Teima, June 2015</p> <p>A. Food for thought ( 1)If you do what youve always done, youll get what youve always got. How does the quotation relate to the topic?MoRCE-Net Study Day, Ouled Teima, June 2015</p> <p>B.Underline the key features of professional development in the definitions below: A process of learning and keeping up-to-date in one's area of expertise. </p> <p>The professional growth a teacher achieves as a result of gaining increased experience and knowledge and examining his or her teaching systematically.</p> <p>MoRCE-Net Study Day, Ouled Teima, June 2015</p> <p> Teacher development is the process of becoming the best teacher one is able to be, a process that can be started but never finished. </p> <p> A personally initiated obligation and right to build expertise, to enhance personal growth, to improve teaching abilities and to contribute to organisational development.</p> <p> An on-going process designed for the professional and personal growth of teachers which is purposeful, resulting from a planned process which addresses specific needs. </p> <p>MoRCE-Net Study Day, Ouled Teima, June 2015</p> <p>C. Decide on what features the definitions of reflective teaching below have in common:an activity or process in which an experience is recalled, considered and evaluated, usually in relation to a broader purpose.</p> <p> an approach to teaching and to teacher education which is based on the assumption that teachers can improve their understanding of teaching and the quality of their own teaching by reecting critically on their teaching experiences.</p> <p>activities which . . . . aim to develop the skills of considering the teaching process thoughtfully, analytically and objectively, as a way of improving classroom practices.</p> <p>MoRCE-Net Study Day, Ouled Teima, June 2015</p> <p>7</p> <p> . . . a systematic process of collecting, recording and analyzing our thoughts and observations, as well as those of our students, and then going onto making changes. </p> <p>a movement in which teachers . . . . . analyze their own practice and its underlying basis, and then consider alternative means for achieving their ends.</p> <p> . . . it involves instructors observing themselves, collecting data about their own classrooms and their roles within them, and using those data as a basis for self-evaluation, for change, and hence for professional growth.MoRCE-Net Study Day, Ouled Teima, June 2015</p> <p>D. Discuss if and how the strategies below can promote reflective teaching:Teacher diariesDialogue journalsMentoringPeer observationAction researchRecording lessonsTeacher Portfolios</p> <p>MoRCE-Net Study Day, Ouled Teima, June 2015</p> <p>E. Watch excerpts from the video and note:How is reflective teaching defined in the video?</p> <p>What questions can teachers ask to improve the quality of their teaching practices and their students learning?</p> <p>What features of good reflective practice do the teachers in the video model?MoRCE-Net Study Day, Ouled Teima, June 2015</p> <p>F. Reflect on the features in E3 above and decide which ones:</p> <p> are true in your case.</p> <p> you would like to consider.</p> <p>MoRCE-Net Study Day, Ouled Teima, June 2015</p> <p> G.More food for thought (2)Reflective teaching suggests that experience alone is insufficient for professional growth, but that experience coupled with reflection can be a powerful impetus for teacher development.MoRCE-Net Study Day Ouled Teima, June 2015</p> <p>MoRCE-Net Study Day Ouled Teima, June 2015References: - Bailey, K. M. 1997. Reflective Teaching: Situating Our Stories. 1997. Asian Journal of English Language Teaching Vol. 7.-Diaz-Maggioli, Gabriel H. 2003. Professional Development for Language Teachers. (via CAL).-Harmer, J. 2007. The Practice of English Language Teaching. Pearson Longman.- Huling, L. &amp; Resta, V. 2001. Teacher Mentoring as Professional Development. In ERIC Clearinghouse on Teaching and Teacher Education. Washington DC-Opp-Beckman, L. &amp; Klinghammer, S. 2006. Shaping the Way We Teach English:Successful Practices Around the World. Washington: OELP, USDS.- Richards, J. C. and Schmidt, R. 2010. Dictionary of Language Teaching andApplied Linguistics. Pearson.-Richards, J. C. 1990. Towards Reflective Teaching. In The Teacher Trainer. Saved from: http://www.tttjournal.co.uk-Underhill, Adrian. 1999. Continuous Professional Development, IATEFL Journal, First published in Issue 149.</p> <p>Thank you.</p> <p>Abdellatif Zoubair.</p> <p>Email: abdellatif.zoubair@gmail.com</p> <p>Website: www.zoubaireltcommunity.ac.ma</p>