Hitesh Chandra Bhakat

Transcription

1 Hitesh Chandra Bhakat Lecturer, Regional Institute of English, South India, Bangalore, India Conference Theme: English Language Teacher Education in a Diverse Environment

2 Outline Benefits, Professional growth and educational changes. 21 st century skills, competencies. Learning strategies, assessment tools. Tasks and roles in learning. Challenges and reflections. Conference Theme: English Language Teacher Education in a Diverse Environment 2

3 Introduction Continuous Professional development is a (CPD) reform initiative to raise learner performance in the classroom. student achievement is the product of formal study by educators. (Joyce and Showers, 2002, p.3 as cited in Harwell, 2003). 3

4 Why professional development? the teacher is the ultimate key to educational change and school improvement of the work of the English teacher (Hargreaves and Fullan, 1992, p.ix. Ac cited in Rechards, and Renandya). 4

5 Why Professional Development? teachers are doing in the classroom more or less the same thing they did a generation ago (Harwell, 2003, p.7). 5

6 Professional Develop: For whom? Teacher Development is both for new teachers who are bright-eyed and bushy-tailed and for old teachers who are burned-out. Matheson, G. (1997). What is Teacher Development? In The English Connection. September KOTESOL.Vol. 1. No. 3. Pp

7 The Concept Keiny (1994) views professional development as the process of professional growth. (p. 158, as cited in Evans, 2002, pp ). PD is a process of continual Academic, Experiential and Attitudinal growth of a teacher, and It is a result of reflection, knowledge, and skills, (Carlin, 2013) 7

8 The Concept CPD is the process whereby teachers professional performance may be improved (Evans (2002). p. 131). restructuring teaching knowledge (Darling-Hammond (1994b) p. 3. as cited in Evans, 2002). 8

9 Concept Harwell (2003) argues the importance of teacher professional development in changing teachers classroom behaviors in ways that lead to improvement in student performance (p.3). Personal initiative, a calling, long-term process. (Woodward, 1997) 9

10 Ways for CPD Engaging in self-study Attending conferences, seminars, and workshops (one-time events) Attending online courses which provide a wider scope -recent research, discussion with worldwide colleagues, constructive criticism, and feedback (at your own desk) 10

11 I. Benefits of Online courses Content-rich environment Hands on experience of sharing ideas related to classroom issues Techniques and strategies of designing tasks, and 11

12 Benefits contd Become aware of the variations in interpretation and construction of meaning among a range of people [they] construct an individual meaning in learning. (Alexander, 1997). Online courses provide new functionality in transmitting information and forums for exchange. (Dwyer, Barbieri, and Doerr, 1995). 12

13 II. 21 st century skills and competences Needs and thought-process are different Mismatch in learning and teaching styles Online courses--discussion and debate to overcome challenges 13

14 III. Learning strategies Developing strategies Teacher talk restricted to increase student talk Meaning is constant flickering 14

15 Learning strategies contd metacognitive skills to reduce burden and strengthen cognitive skills Cooperative and collaborative work to construct knowledge through discussion Assessment and Feedback (Exit Slip) 15

16 IV. Tasks and roles in learning Initiating discussion, deepening knowledge and sharpening skills Learning centers, reader theatre, movable classes, learning styles and MI, Learning Log, KWL sheet Presentation, Peer learning and self-inquiry 16

17 V. Continuous support and network Continuous support and worldwide network & better platform in sharing ideas Academic extension, experiential expansion and proactive attitudinal change in selfinquiry to play right roles 17

18 Challenges The Best Practices in TESOL Methodology: UMBC in the U.S., funded by RELO at the U.S. Embassy in New Delhi. Built-in challenges of online course Technology skills and competences Familiar with the virtual classroom, Discussion Board, Announcement Syllabus, Units, Course Materials Assignments, Writing Corner Grade Center, Contacts Threads to submit the assignments. 18

19 Reflection Material (Main & optional reading-recent research articles) Process of study (Average 7-8 hours per week) Discussion (3 + 3 postings commenting on others) Assignments ( 3 essays, 2 assignments on each unit) Peer observation (2 observations and reports) Feedback (From course instructors and fellow scholars) 19

20 Conclusion Bring about change in school performance and educational change. Understand the 21 st century skills and competences. Provide professionals a platform in evaluating classroom practice and designing tasks that engage students actively in learning. 20

21 Conclusion contd Enable practitioners to discuss with others worldwide and to improve content, planning and practice and help break professional isolation and resolve issues. As a next step, continue to undergo online RELO E-teacher scholarship programmes, webinars, workshops, and continue to contribute and share experiences in the professional groups through academic papers, articles and reports. This is how I would ensure English Language Teacher Education in Diverse Environment. Conference Theme: English Language Teacher Education in a Diverse Environment 21

22 References Alexander, S. Teaching and Learning on the World Wide Web. AusWeb 97 Conference Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as a source. Boston, MA: Heinle & Heinle. Brown, H.D. (2002). English language teaching in the post method era: toward better diagnosis, treatment, and assessment. In Methodology in Language Teaching. Jack C. Richards., W.A. Renandya. CUP.P. 10-1).CUP. Carlin, R. E. P. (2013). Thesis writing as a way to enhance English language teaching (ELT) professional development. TESOL International Convention & English Language Expo. TEIS Newsletter, January Darling-Hammond, L. (1994b) Developing Professional Development Schools: early lessons, challenge, and promise. In: L. DARLING-HAMMOND (Ed.) Professional Development Schools: schools for developing a profession (New York, Teachers College Press), pp Dwyer, Dan, Barbieri, Kathy, Doerr, Helen. Cerating a Virtual Classroom for Interactive Education on the Web. The Third International World Wide Web Conference Eagleton, T. (1983). Post-Structuralism. In Literary Theory. Basil Blackwell. Oxford. p Evans, L. (2002). What is Teacher Development? Oxford Review of Education, Vol. 28, No. 1. Carfax Publishing. Taylor & Francis Group. pp Guskey, T. R. (1995). Professional development in education: In search of the optional mix. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp ). New York, NY: Teachers College Press. Harwell, H. Sanda. (2003). Teacher Professional Development: It s Not an Event, It s a Process. National staff development council. CORD. Waco. Texas. Matheson, G. (1997). What is Teacher Development. In The English Connection.September KOTESOL.Vol. 1. No. 3. Pp Valais, T. H.. (2012). Classroom management. In Lecture. Unit 9. ELC 688: Methodology for TESOL, UMBC. USA. Woodward, T. (1997). Models and metaphors in language teacher training. Cambridge, England: Cambridge University Press. 22

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