Presentation on theme: "British Council ELT Conference"— Presentation transcript:
1British Council ELT Conference THE GARDENER’S TOOLBOX How a foreign language teacher can develop professional competences in the light of the European profileEnglish for the futureBritish Council ELT ConferenceMilan, 22 March 2011Luisanna Paggiaro
2“images- and the metaphors that help identify them- far from trivializing the search for alternative approaches, offer teacher educators a valuable tool: they are a powerful- perhaps the most powerful- force for change, and should be of critical interest to those whose business is educational change”Scott Thornbury, 1991
3My butterflyDecorate the butterfly below, with words and colours to represent the conditions that will help you develop into the teacher butterfly you would like to become….I remembered one morning when I discovered a cocoon in the bark of a tree, just as the butterfly was making a hole in its case and preparing to come out. I waited a while, but it was too long appearing and I was impatient. I bent over it and breathed on it to warm it. I warmed it as quickly as I could and the miracle began to happen before my eyes, faster than life. The case opened, the butterly started slowly crawling out….Kazantzakis, N. (1952) Zorba the Greek, London, faber and Faber
4REFLECTIVE PROCESSESThink about the way that you normally reflect on your teaching practice and give your personal response:Do you ever reflect on aspects of your school training? Yes/ NoWhen do you usually do this? Immediately after the lesson/when you go home/ at some other timeIs this a private activity or do you share your thoughts/feelings with anyone?How long does this process last, roughly?Do you have any systematic way of reviewing the lessons? Checklists/notes/recordingsWould you say the time you spend in this way is productive or unproductive?
5TEACHER’S IDENTITYA socio-cultural perspective on teacher-learning posits a central aspect of this process as the reshaping of identity and identities within the social interaction of the classroom and outside.Identity refers to the differing social and cultural roles teachers and learners enact through their interactions and during the process of learning. These roles are not static but emerge through the social processes of the classroom.Identity may be shaped by many factors, including personal biography, gender, culture, working conditions, age, gender, and the school and classroom culture. The concept of identity thus reflects how individuals see themselves and how they enact their roles within different settings.
6language proficiency and knowledge The Teacher Iceberg(Malderez 1996)language proficiency and knowledgeProfessional behaviourEDUCATIONAL SYSTEMSCHOOLPlanningReviewingSelecting and/or learningKnowledge about: pupils, language form and use, activities, process skillsSOCIETYCULTUREConceptualisations of: education, teaching, learning, professionalism, language-learning, languageFeelings, beliefs, attitudes, values
7Basic conceptual framework VARIABLES FOR TEACHERS’ PARTICIPATION IN PROFESSIONAL DEVELOPMENTBasic conceptual frameworkTeacher practices,beliefs and attitudesNeed for andparticipation inprofessionaldevelopmentExperiencedImpactSchool policy and climateSchool context characteristicsTeacher background characteristicsFrom Chapter 5, Teachers’ Professional Development, TALIS,
8CHARACTERISTICS OF NATIONAL EDUCATION SYSTEMS SCHOOL EFFECTS OF TEACHERS AS MEMBERS OF PROFESSIONAL LEARNINGTEACHING EFFECTIVENESSTEACHER EFFECTIVENESSTeachers’ Professional Development, TALIS
9TEACHER’S PROFESSIONALISM INSTITUTIONALPERSONALa managerial approach to professionalism that represents the views of ministries of education, teaching organizations, regulatory bodies, school principalsThere are likely to be procedures for achieving accountability and processes in place to maintain quality teaching. Such specifications are likely to differ from country to country.independent professionalism, which refers to teachers’ own views of teaching and the processes by which teachers engage in reflection on their own values, beliefs, and practices.the current literature on professional development for language teachers promotes a wide variety of procedures through which teachers can engage in critical and reflective review of their own practices
10FOUR COMMON EUROPEAN PRINCIPLES a well-qualified profession: high quality education systems require that all teachers are graduates from higher education institutionsa profession placed within the context of lifelong learning: teachers should be supported in order to continue their professional development throughout their careersa mobile profession: mobility should be a central component of initial and continuing teacher education programmesa profession based on partnerships: institutions providing teacher education should organize their work collaboratively in partnership with schools, local work environments, work-based training providers and other stakeholders.
11Communication in the mother tongue Communication in foreign languages EIGHT KEY COMPETENCESCommunication in the mother tongueCommunication in foreign languagesMathematical competence and basic competences in science and technology.Digital competenceLearning to learnSocial and civic competencesSense of initiative and entrepreneurshipCultural awareness and expression
12KC5: LEARNING TO LEARN Learning for change While traditional views of teacher-learning often viewed the teachers’ task as the application of theory to practice, more recent views see teacher-learning as the theorization of practice—in other words, making visible the nature of practitioner knowledge and providing the means by which such knowledge can be elaborated, understood and reviewed.Current views of teacher-learning as arising from research which has the following characteristicsL2 teacher learning as normative and lifelong: as learners in classrooms and schools, as participants in professional teacher education programs, and later as teachers in settings where they workL2 teachers as users and creators of legitimate forms of knowledge who make decisions about how best to teach within complex socially, culturally, and historically situated contexts.L2 teacher learning as socially negotiated and contingent on knowledge of self, subject matter, curricula, and setting.
13SELF-DIRECTED LEARNING From “outsider” approaches to “insider” ones.Central to self-directed learning are the following processes:Inquiry: asking questions about one’s own teaching practices and seeking the information needed to answer these questionsSelf-appraisal: assessing one’s teaching and development on the basis of evidence from oneself and others and the ability to critically reflect and a desire to analyze oneself to determine one’s strengths and weaknessesExperience: personal experience becomes the basis and stimulus for learningPersonal construction: meaning is personally constructed by the learnerContextualized learning: learning takes place in a particular context and social setting and is socially constructed
14KC7: SENSE OF INITIATIVE AND ENTREPRENEURSHIP it involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects…The teacher’s ability to plan learning paths, to implement them and evaluate the outcomesthe ability to turn ideas into actionIn teaching theory and practice intermingle , but the process is not only on one direction (from ideas into pragmatism) but also vice versaawareness of ethical values and promote good governanceSense of professionalism, independence and ethicsIt is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activityTeaching is a job set in a certain historical, social and economic contextthe individual is aware of the context of their work and is able to seize opportunitiesAn attitude of self consciousness and self reflection
15Choose one or more of the following or add your own: TEACHER DEVELOPMENTWhich activities have you found more useful to develop your professional competences?Choose one or more of the following or add your own:A Comenius/Grundvig scholarshipA structured coursePeer/group workAn exchange projectCase analysis and action researchCommunications with students/parentsSchool teacher trainingKeeping a diaryUsing a PortfolioICTLiterature/sourcesSeminars/conferences………………………………………….……………………………………………….
16THE EMOTIONS OF CHANGE O P T I M S T I M E 5. 1. REWARD (SATISFACTION) UNINFORMED OPTIMISMOPTIMS4.INFORMED OPTIMISM (CONFIDENCE)3.REALISM (HOPE)2.INFORMED PESSIMISM (DOUBT)T I M E
17NOT A LONELY PROFESSION, BUT COOPERATIVE, LIVELY AND IN PROGRESS! NO TEACHER IS AN ISLANDThe classroom communityFeedback from colleaguesWider educational communityForumNetworkingNOT A LONELY PROFESSION, BUT COOPERATIVE, LIVELY AND IN PROGRESS!
18BIBLIOGRAPHYAction Research for Language Teachers, M.J.Wallace, CUP, 1998.Doing Teacher Research, D.Freeman, Heinle&Heinle publishers, 1998.Professional Development for Language Teachers, J.C.Richards-T.S.C.Farrell, CUP 2005.Reflective Teaching in second Language Classrooms, J.C.Richards-C.Lockhart, CUP, 1996.Teachers in Action, P.James, CUP, 2001.European DocumentsEuropean guidelines for validating non‑formal and informal learning, CEDEFOP 2009.Teachers’ Professional Development, An analysis of teachers’ professional development based on the OECD’s Teaching and Learning International Survey (TALIS), EU, 2010.The European Qualifications Framework for Lifelong Learning, 2008
19HAVE A NICE PROFESSIONAL JOURNEY! THANK YOU AND……..HAVE A NICE PROFESSIONAL JOURNEY!