1. © 2005 The role of the teacher in TBLT: do teachers like it? Kris Van den Branden

2. © 2005 Teachers’ reactions to tasks Working with teachers who had been using a structure-based, linguistically oriented syllabus for several years Teachers in search of a more efficient approach

3. © 2005 Main question Can teacher training influence what teachers do with, and think about, tasks?

4. © 2005 Theoretical training Influencing teachers’ beliefs (convincing/informing teachers) in order to change their behaviour in the classroom Low impact

5. © 2005 Combined support programme theoretical framework + introduction of task-based syllabus + follow-up by key persons and pedagogical counsellors

6. © 2005 Teachers reinterpreting tasks Control Complexity Correctness (accuracy) Compartments

7. © 2005 Tasks in action Consistent with what we know about second language acquisition? Consistent with the relevant language learning goals of the course/the language learning needs of the students? Responding adequately to local circumstances?

8. © 2005 From training to coaching school-based team-based needs-based practice-based

9. © 2005 Devlieger et al., (2003, 2004): longitudinal study Teachers highly appreciate the individual coachings Action and reflection Finding answers to relevant questions

10. © 2005 Classroom observation and feedback Korthagen’s reflection cycle: –Action –Looking back –Fundamental reflection –Finding alternatives –Action

11. © 2005 Effects of practice-oriented coaching on teachers’ behaviour Stronger orientation towards functional goals Higher quantity and quality of teacher input Higher levels of pupil motivation New ‘arrangement’ of the classroom Lack of effect on methodological formats Lack of transfer Need for control; reconciling the old with the new

12. © 2005 The importance of contextual conditions Spatial and temporal conditions of the training Intensive coaching Team-building and exchange with colleagues from other schools The role of the headmaster Pressure/stimulation ‘from above’

13. © 2005 Conclusions Train what you preach Training/coaching the task-based way: teachers develop their professional competence in ‘real operating conditions’ Teachers are the ‘active agents’ in their own learning process