Presentation on theme: "Furnished Imagination: What new teachers take to work Richard Kiely IATEFL 2012 Glasgow."— Presentation transcript:
Furnished Imagination: What new teachers take to work Richard Kiely IATEFL 2012 Glasgow
This presentation Learning in Cert TESOL course Impact of learning in terms of readiness for work How the curriculum works Furnished Imagination
TCTIS Trinity College London Cert TESOL Impact Study Impact study of a four-week teacher training programme What is impact?
Impact – a learning focus Readiness and confidence Platform for continued situated learning Identity formation Varying levels of support in work Furnished imagination
Research Process The programme TCL Cert TESOL 5 assessed units 4-5 weeks 135 hours organised learning time 6 hours teaching practice (TP)
Research Process - Participants Total: 27Background categories Pseudonyms L1 & L2 A (n=8) No relevant experience Amber; Amy; Anita; Adam; Annie; Alfie; Asha; Alice B (n=5) Some language learning, work & teaching experience Barrie; Betty; Bernice; Ben; Biba; C (n=7) Some teaching, training or coaching experience Chloe; Chris; Cathy; Cara; Connor; Costa; Charlie D (n=4) Extensive relevant experience (language; teaching) Dahlia; Diane; Debra; Dilys E (n=3) Extensive experience in fields different from teaching or language Eunice; Edna; Eve
Studies in ITT in TESOL Focus on longer programmes Focus link between theory and practice Apprenticeship of observation (Andrews 2007; Farrell 2006; 2008; Johnson 2009; Lortie 1975; Johnson 2009; Ogilvie & Dunn 2010; Peacock 2009; Wright 2010);
Studies in ITT in TESOL were the focus of training The apprenticeship of observation: Factors which affect the transfer to work contexts of the practices which were focussed on in training Johnson (2009)Ogilvie & Dunn (2010) 1. The nature of the mentoring 2. The norms of schooling in the teaching context 3. Their own language learning and schooling histories 1. Lack of support in the workplace 2. Cultural norms and expectations of the workplace 3. Epistemological frame – teachers own norms
Furnished imagination A concept drawn from Schöns (1983) notion of repertoire in reflective practice, and the role of imagination in Lave and Wengers situated learning. Thus, furnished imagination captures what the novice teachers take from the Cert TESOL course in the form of models, techniques, performances and ideas which they admire, which guide their own first steps as professionals, and which over time lead them from doing to analysing, understanding and owning.
Furnished imagination Imagination involves learning, which Wenger characterises as: meaning: a way of talking about our (changing) ability […] practice: a way of talking about the shared historical and social resources, frameworks and perspectives […] and community: a way of talking about the social configurations in which our enterprises are defined as worth pursuing and our participation is recognizable as competence (1998:5).
Furnished imagination - Knowledge [language awareness] This was my weakest side […] I came through passing the test, but.. […] Im a lot better at selecting what I want to teach and focusing on it, and anything else I want to teach I make sure it becomes second to my main point. Ill keep it there, but Ill always make sure Im teaching what I want to teach […] Im pretty much defined by what I know, so If I know it, no problem, but If I dont know it, then Im flawed. But the advice we were given, which I thought was very good, was if youre ever given a question you dont know the answer to, dont answer it, just take it on board and come back, come back later. (Connor)
Furnished imagination - Knowledge The guy who was teaching us the grammar I respected, he was very good at grammar, but even so, even if he didnt know something, he was like, OK, Ill go and have a look, and well come back to it. Which I appreciated, it was good. (Connor)
Furnished imagination Procedural awareness and skills You dont realise how much you talk in front of people especially when you get nervous […] and TTT is something Ive noticed employers really dont like. But you do start to realise especially with the teaching observations […] that the easiest lessons are the ones that the teacher seemingly does no work and the trick is understanding how it is so effortless, because students are learning. (Betty)
Furnished imagination Procedural awareness and skills And I also learnt how to become comfortable in standing back and allowing the students to work in their pairs or in their groups and being able to observe them without intruding on their conversation, take notes at the same time so I could have a clinic at the end or a revision session in the next lesson based on any mistakes that I heard. (Bernice)
Furnished imagination Procedural awareness and skills Im trying my best to make this interesting and fun, but its not actually all about interest and fun. Its really great if you can get students to learn something in a really fun way, but the most popular and fun teacher wont necessarily teach the students as much. Youre not there to entertain them, but you are, so I think its just about finding that right balance. (Amy)
Furnished imagination Dispositions If I went and asked for help, Id be pointed in the right direction, but Im more likely to ask my peers than go upwards. [...] Sometimes its a bit of moral support as much as anything, [a colleague] will say, oh I dont feel Ive taught them anything today, I dont feel theyve learnt anything, so its quite nice to say, thats alright [...] it does sort of make you feel better. (Annie)
Furnished imagination Dispositions Well I think the observations are just completely due to company policy. I actually ended up getting a really good review on my observation, so I was one of those top new teachers. I actually have my second one coming up next week, and theyre going to observe because you have a follow-up observation, so it was great that I did so well the first time, but now I have to do even better. So Ive kind of, you know, set the bar pretty high for myself. But after that, you arent observed for a year. So Im basically just looking to kind of getting it over with. (Betty)
Furnished imagination TESOL identity Block (2007) frames identities as socially constructed, self-conscious, ongoing narratives that individuals perform, interpret and project in dress, bodily movements, actions and language. Identity work occurs in the company of others – either face-to-face, or in an electronically mediated mode – with whom to various degrees individuals share beliefs, motives, values, activities and practices. Block 2007:27
Furnished imagination Implications A way of understanding teacher learning A way of tracking professional learning A way of capturing teacher learning as professional identity formation in sociocultural terms A way of validating learning within Cert TESOL courses.
References Andrews, S. (2007) Teacher language awareness. Cambridge: Cambridge University Press Borg, M. (2004) Key Concept: Apprenticeship of Observation. ELT Journal 53(8): 274-6 Brandt, C. (2006) Allowing for practice: a critical issue in TESOL teacher education. ELT Journal 60 (4):355-64 Brandt, C. (2008) Integrating feedback and reflection in teacher preparation. ELT Journal 62 (1):37-46 Burns, A. & J. Richards (2009) The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press Farrell, T. (2006) The first year of language teaching: imposing order. System 34(2): 211-21 Farrell, T. (2008) Novice language teachers: insights and perspectives from the first year. London: Equinox Ferguson, G. & S. Donno (2003) One-month teacher training courses: time for a change? ELT Journal 57 (1):26- 33 Johnson, K. E. (1994) The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education 10/4: 439–52. Johnson, K.E. (2009a). Second Language Teacher Education: A sociocultural perspective. New York: Routledge. Kiely, R & J. Askham (2012 forthcoming) Furnished imagination: the impact of pre-service teacher training on early career work in TESOL. TESOL Quarterly [Sept 2012] Lortie, D. (1975) Schoolteacher: A Sociological Study. London: University of Chicago Press. Peacock, M. (2009) The evaluation of foreign language teacher education programmes. Language Teaching Research 13(3): 259-78 Richards, J. C. and M. C. Pennington (1998) The first year of teaching in J. C. Richards (ed.). Beyond Training. Cambridge: Cambridge University Press. Wenger, E. (1998). Communities of Practice: Learning, meaning and identity. Cambridge: Cambridge University Press. Wright, T. (2010) Second language teacher education: a review of recent research on practice. Language Teaching 43(3): 259-96
Thank you For a copy of this presentation, Please see IATEFL Glasgow online or email me: firstname.lastname@example.org