LA FORMACIÓN DE DOCENTES DE INGLÉS EN CHILE

Transcription

1 LA FORMACIÓN DE DOCENTES DE INGLÉS EN CHILE El desafío de la calidad y la pertinencia Qué aspectos críticos deben ser cautelados? Alejandro Naveas REFDI National Director

2 The local sociocultural context 1813 English language teaching started 1890 Initial Teacher Training started 1981 From 8 to 25 universities 2012 First Seminar for language teacher trainers

3 Why this seminar?? Our country Social demands Impact Accountability Quality assurance Commitment

4 MINEDUC PIAP / British Council The proposal To initiate the first encounter to encourage reflection and exchange views and experiences among the teacher trainers of the 38 teacher training programmes in the country The concern The improvement of quality of critical issues in initial teacher training

5 The context of language teacher training in Chile 38 teacher training programmes in the country 95% of our students come from the public sector Length of the programme: 9,5 12 semesters Less than 50% of students graduate

6 Seminars; the input Seminar 1 March 2012 Language teacher training programmes in Chile Hiram Vivanco Universidad de Chile Can we train teachers online? Pete Sharma Collaborative approach in ITT Gillian Moss / Aída Salamanca British Council / Colombia

7 Seminar December 2012 The TT curriculum and the views of employers Pablo Torche Consultant Chile Foreign experience in TTP Leonor Corradi Ministerio de Educación Argentina Foreign experience in TTP Norbert Pachler IoE London University Framework for Continuous Professional Development Thomas Connelly The British Council / Chile

8 Seminar May 2013 The National Curriculum; a historical perspective María Jesús Honorato MINEDUC The ELT curriculum; 5 y 6 básico Marisol Besa MINEDUC The ELT curriculum ; 1 a 4 básico Catalina Laage MINEDUC In-service Teacher training; quality and equity Violeta Arancibia MINEDUC Professional Standards in teachers in England Ben Ramm Consultant

9 Seminar July 2013 Knowledge in ITT Amos Paran IoE London University Strategies for motivating Chilean students Martha Epperson USA Consultant National standards; discussion UAH ITT in Cuba Dolores Corona Ministerio de Educación Superior de Cuba Classroom management Martha Epperson USA Consultant CEIBAL, ELT through videoconference in primary education in Uruguay Claudia Brovetto Consultant

10 Seminar October 2013 Standards in ITT for language teachers in Uruguay and Ecuador Gabriel Díaz Educational consultant Public policies in ITT María de la Luz González, CPEIP The design of an assessment instrument Barry O Sullivan The British Council A competencybased curriculum; MECESUP project Mónica Frenzel y Silvina Zapata Universidad Andrés Bello

11 Seminar December 2013 The evaluation of trainees language proficiency Martin Wedel University of Leeds The levels of English of language teachers Julian Kenny Trinity College Angeliki Salamoura Graeme Harrison Standards and examinations Cambridge English Convenios de Desempeño and ITT Diana Veneros DIVESUP

12 Seminar December 2013 A competencybased curriculum; MECESUP project Valeria Sumonte U. Católica del Maule ITT; curriculum redesign; MECESUP project Claudio Díaz Lilian Gómez U. de Concepción Continuous professional development John Knagg British Council Inservice teacher training Alicia Paez PIAP REFDI Shared problems, shared solutions A. Naveas UCBC

13 Seminar April 2014 Curriculum change and the new national standards Gabriel Díaz, Uruguayan perspective Educational consultant Prueba INICIA Adriana Yañez CPEIP Reaserch work Annjeanette Martin U de los Andes Martin Wedell, contribution University of Leeds Ricardo Contreras; ELT in Chile PIAP Ricardo Reich Convenios de desempeño DIVESUP REFDI

14 Seminars; our contributions Round table discussions 1. The Colombian experience and the Chilean context 2. Training language teachers online 3. Critical study of ITT programmes in Chile 4. TT programmes and the implementation of the national curriculum 5. Identifying standards for graduates from a TTP

15 Seminars; our contributions Questions 1. What kind of professional does Chile need for the next 10 years? 2. What knowledge seems to be essential in TTP? 3. What must a language teacher know and understand to be able to teach today and in the near future? 4. Do all subjects matter in TTPs? Why (not)? Distribution of training emphasis 5. To what extent do TTPs satisfy the market? 6. What subjects should be part of the curriculum of a TTP?

16 Seminars; our contributions Questions 1. What should standards be/look like in language teacher training programmes? 2. Does the TT curriculum of my institution respond appropriately to the required ITT Standards? 3. How do we implement standards at my training institution? 4. What should we change? 5. How long will it take us to implement curricular changes? 6. What effect will the implementation of National Standards have on INICIA 2014?

17 Seminars; the discoveries 1. Approximately 50% of those who teach English are graduated teachers. 2. Need for In-service Teacher Training Programmes 3. Schools are not prepared for teacher practice experiences 4. Initial Teacher Training Programmes vary significantly

18 Seminars; the challenges 1. Framework of good school teaching practice 2. Certification of the level of English of graduates 3. Training teacher trainers 4. National Standards 5. INICIA 6. Convenios de Desempeño 7. Initial Teacher Training Programmes 8. REFDI

19