1. Hornby Scholars, IATEFL 2010 “ ELT in Transition: Teachers ’ voices from around the world ”

2. ‘ELT in Transition: Teachers’ voices from around the world’ Group 1: ‘Teacher Empowerment’ Group 2: ‘Teacher Resources’

3. Group 1: Teacher Empowerment Perspectives from: Argentina Bangladesh Brazil Cameroon India Malawi Mexico Nigeria

4. Teacher Empowerment

5. Who is an Empowered Teacher? Motivated Agent of change Knowledgeable Confident Professional Constantly improving

6. Barriers to Empowerment (a) 1.Lack of motivation Drawn to profession by non-vocational reasons: - source of employment - external pressure - prestige of English 2.Low self-esteem and frustration

7. ‘Teaching is a last resort for those who can't be doctors, engineers, magistrates, pilots and what have you...’ (Teacher in Cameroon) (Teacher trainee in Argentina)

8. Barriers to Empowerment (b) 3. Excessive demand vs. inadequate supply ‘Only 3375 out of 10258 teachers in Malawi have formal qualifications’ (Source: Ministry of Education Science & Technology - Malawi ) ‘Anyone can teach English!’

9. Barriers to Empowerment (c) 4. The theory vs. practice dichotomy Theory vs Classroom reality

10. Barriers to Empowerment (d) 5. Limited Professional Development opportunities + No support with New Technologies = Fossilization Teacher Associations: Either Trade Unions or NGOs

11. Professional Teachers’ Associations - Setting and Assessment of Professional Benchmarks -Avenues for Continuous Professional Development -Producers of Teaching Materials -Creators of Enriching Networks -Effective Peer Review Mechanism

12. Teachers’ Associations

13. The Empowered Teacher... Is effective and efficient Grows in the profession Makes positive impact on society Provides quality service

14. ‘ELT in Transition: Teacher Empowerment’ Thank you for listening