2. Action Research Method For Teachers of English TOPIC FOR TODAY

3. THE REFLECTIVE APPROACH TO TEACHER DEVELOPMENT Virginia Jiangsu Yngzhong Senior Middle School

4. Five assumptions about teacher development z1. An informed teacher has an extensive knowledge base about teaching.

5. Five assumptions about teacher development z2. Much can be learned about teaching through self-inquiry. z3. Much of what happens in teaching is unknown to the teacher

6. Five assumptions about teacher development z4. Experience is insufficient as a basis for development z5. Critical reflection can trigger a deeper understanding of teaching

7. REFLECTIVE MODEL FOR TEACHER DEVELOPMENT Stage 1 Pre-service training Teacher’s existing beliefs and concepts

8. REFLECTIVE MODEL FOR TEACHER DEVELOPMENT Stage 2 In-service development Received Experiential knowledge knowledge Practice Reflection

9. REFLECTIVE MODEL FOR TEACHER DEVELOPMENT Stage 2 In-service development The Reflective Cycle Goal PROFESSIONAL COMPETENCE Source: M.Wallace Training Foreign Language Teachers

10. REFLECTIVE CYCLE Concrete experience Reflective observation Active Experimentation Abstract conceptualization Others’ experience Other people’s observation Input from professional research Others’ experiments

11. SOURCES OF TEACHERS’ BELIEFS zTheir own experience as language learners zExperience of what works best zEstablished practice

12. SOURCES OF TEACHERS’ BELIEFS zEducationally-based or research-based principles zPersonality factors zPrinciples derived from an approach or method

13. CHINESE TEACHERS’ BELIEFS ABOUT ENGLISH zEnglish has more grammar rules than Chinese zEnglish has a smaller vocabulary than Chinese zEnglish is not as flexible in terms of communication as Chinese zEnglish is often an illogical language

14. BELIEFS ABOUT LEARNING zozorganising principles through encountering experience zaza body of knowledge Learning consists of acquiring:

15. zizis a resource person who provides language input for the learner to work with. zhzhas the knowledge and the learner does not. The teacher:

16. zfzforming hypotheses about the language input provided by the teacher, and constantly modifying these hypotheses in the direction of the target model. zlzlearning the structural rules and the vocabulary through such activities as memorisation, reading and writing. Learning a language consists of:

17. THE REFLECTIVE APPROACH Slowly, the teaching profession as a whole is realising that, no matter how much intellectual energy is put into new methods or new approaches to syllabus design, what really matters is what happens when teachers and learners get together in the classroom...

18. THE REFLECTIVE APPROACH Being a good classroom teacher means being alive to what goes on in the classroom … And that is what the reflective approach is all about: gaining a better understanding of what good teachers and learners do instinctively, so that ultimately all can benefit. D.Allwright & K.Bailey Focus on the Language Classroom Cambridge 1991