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Mehrez Aounallah ELT Inspector Ben Arous Tunisia TESOL 2013
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Preparatory & secondary cycles Primary cycle joining recently, but… Vocational training? No CPD for the tertiary cycle!!!
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Trainer-centered Teachers follow the expert’s instructions Teaching the textbook Mainly based in training centers (CREFOCs) Not usually based on analysis of teachers’ needs/ school needs. Little or no concern about the context
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Basic training for novice teachers Training day (journée pédagogique) Demonstration lessons Workshops Seminars (international experts) Magazines (Forum, Crossroads)
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Changing practices/ Hands-on (workshops/ micro-teaching) More teacher-centered Innovation & initiative By teachers Civil society / Teacher associations Internet (FB groups, blogs, journals, websites, etc.)
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Reflective practice (done more systematically) Peer observation? Teacher portfolio? Peer teaching? Action researches
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A specific example: Project Work: a strategy to develop the spirit of inquiry within schools
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Plagiarism Little or no follow-up by teachers Lack of training on the topic Little or no learning: (evidenced by a field research conducted in different areas in Tunisia)
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Theoretical background Groups of teachers (same school) decide on a topic: relevant to them and their students. Each group plan to implement their research/ inquiry according to a negotiated schedule
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Field work: task division, data collection tools, collecting data, etc. Workshops: data analysis, drawing conclusions [work supervised/ checked by « inspector »] Exchange/ questionnaires, interviews, etc.
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Setting up an evaluation panel: evaluation grid Group presentations All teachers’ efforts valued Friendly gathering Evaluation of all the stages « When is our next project? »
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Strengths: Motivation is contagious We have potential! More computer-literate teachers Easy access to information and knowledge
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Team work/ collaboration valued Collaborative work: Such a challenge! Experience what the students experience Better handling of PW with their students
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Weaknesses: future focus areas Data collection tools: interviews and questionnaires: Data analysis : Academics, please help! Lack of presentation skills: It’s NOT like teaching!
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Opportunities: Teachers as researchers Publishing researches? There’s much more to internet than FB! Teacher autonomy?
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Threats: Deficient teachers’ background knowledge Risk of resistance Inspectors may become a thing of the past ……
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Evolving Hands-on Relevant to teachers’ needs Field work/ in schools Done by teachers Fosters reflective practice &teacher autonomy
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A solid knowledge basis Basic formal training, yet hands-on Openness to new trends Creativeness Adaptability Professionalism Teacher community The love of the profession
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Teachers cannot be developed (passively). They develop (actively). It is vital, therefore, that they are centrally involved in decisions concerning the direction and processes of their own learning (Day 1999: 2)
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Professional Development: Rewards and Challenges, Hammamet, 14-16 February 2013: Professor Simon Borg, University of Leeds/ s.borg@education.leeds.ac.uks.borg@education.leeds.ac.uk L’apport de la pédagogie de projet dans l’apprentissage de l’anglais au cycle secondaire (Fatma Guerfel, Mehrez Aounallah and Naima Charfi, CENAFFE 2010)
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Thank you!
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