Presentacin de PowerPoint

1
(No Transcript)
2

• A researcher's look of EFL teacher education in
  Colombia
• Nayibe Rosado
• Lourdes Rey
• Universidad del Norte
• IATEFL 2009

3
Objectives

• Report on a national EFL Teacher Education
  program in Colombia.
• Appropriateness of the model for teachers and
  their contexts.
• Does this program address both local needs and
  international models for teacher education?.

4
(No Transcript)
5
Contextual Framework

• National Bilingual Program (2004 2019)
• Teacher Development Programs In Service.
• Language
• Methodology
• Standards Implementation

6
Teacher Development Program (TDP)
7
Teaching Development Programme MEN-TDP
Framework

• What is MEN-TDP? It is
• a course, a programme, a project, a research in
  progress
• Course Description
• Addressed to In service public sector teachers
  (B1).
• 120 hours
• Compilation of Teaching Portfolio
• - Six Portfolio assignments
• - Three assessed lessons Pre, while and post
  reflection.
• - Four peer observations.
• - Learning journal
• Tutorials Independent study.
• Moderation Visit. External view. Standardization

8
What are its main features?

• A humanistic view of education
• Task-based learning
• Reflective teaching
• Combination of theory and practice
• Formative and process evaluation
• Rooted in contextual factors and Colombian
  diversity
• A balanced approach to Teacher Education

9
A Balanced Approach to Teacher Education

• Provides teachers with opportunities to acquire
  the bottom- up teaching skills and competencies
  and to discover the top-down working rules that
  effective teachers use. (Richards, 1996)
• Encourages development of higher order thinking
  skills informed by both theoretical foundations
  in the field and classroom practice experience.

10
Conceptual Framework

• Combination of Holistic vs. Atomistic approaches
  to teacher education
• Views of teaching and teacher education (Freeman,
  1991)
• -Teachers as Doers
• - Teachers as Actors, as Affective and Thinking
  Beings
• - Interpretive View of Teaching

11
FINDINGS

• Course Objectives
• Participants Perceptions of the Course

12
(No Transcript)
13
2. Participants Perceptions of the Course

• CONTENTS
• 63.4 - the course contents fully satisfy
  teachers needs.
• 36.6 - the course contents mostly satisfy those
  needs.
• Topics 16 out of the 28 were scored 100 as
  essential.
• METHODOOGY
• 58.9 - the methodology fully satisfies their
  needs
• 41.1 - the methodology mostly satisfies their
  needs.

14

• Gains (100) in socio-affective aspects.
• Competences for collaborative work.
• Effective communication with tutors and peers.
• Awareness of context and school / work reality.

15

• Gains in professional self-esteem.
• Gains in cognitive and linguistic development.
• Comprehension of texts written in professional
  language
• Gain awareness of benefits of keeping a journal.
  (Macro-skills)

16

• Gain awareness of importance of classroom
  observations (peers own)
• A tendency to become more reflective teachers

17
Reflections and Conclusions

• The results and reflections are by nature not
  conclusive but rather suggestive.
• In the contexts studied, participants were
  positive about their development over the course
  mainly in regards to contents and methodology.
• The course seems to provide participants with
  bottom up (at a higher degree) and with top down
  skills (at a lower) that they require to function
  as effective EFL teachers.
• Differences given the particularities of each
  teaching and learning context.

18

• At present, the conceptual framework for
  developing teacher education programs should
  attempt to combine low inference, readily
  learnable classroom skills and higher level
  decision making skills (Richards, 1996)
• A need for sequential and developmental courses
  that could offer a progression of skills from
  micro to macro as the language competence of the
  EFL practitioner allows for the development of
  more high- inferential skills.

19

• The need for more research on the uniqueness of
  EFL teacher education in Colombia
• Enrich existing frameworks with simultaneous
  exposure to theory and practice which seeks the
  right combination of ingredients (micro and macro
  skills) to have a balanced approach

20
(No Transcript)
21

• References
• Bailey, K. M., Nunan, D., (Eds.). (1996).
  Voices from the language classroom qualitative
  research in second language education. Cambridge
  Cambridge University Press.
• Freeman, D. (1996). Redefining the relationship
  between research and what teachers know. In K.
  M., Bailey, Nunan, D., (eds.). (1996). in
  Voices from the language classroom qualitative
  research in second language education (pp.
  88-115). Cambridge Cambridge University Press

22

• Richards, J. The dilemma of teacher education in
  second language teaching In Voices from the
  language classroom qualitative research in
  second language education (pp.120). Cambridge
  Cambridge University Press.
• Richards, J. Teacher Thinking and Foreign
  Language Teaching. The Language Teacher Online
  18.08.
• http//www.jalt-publications.org/tlt/files/94/aug/
  richards.html

23

• Richards, J Nunan, D. (1990. ) Second Language
  Teacher Education. CUP
• Michael Scriven and Richard Paul. (2003).
  Defining Critical Thinking.
• (http//www.criticalthinking.org/University/univcl
  ass/Defining.html
• Van Lier, L. 1996. Conflicting voices Language,
  Classroom , and Bilingual Education in Puno. In
  Voices from the language classroom qualitative
  research in second language education. Cambridge
  Cambridge University Press

24

• Nayibe Rosado nrosado_at_uninorte.edu.co
• Lourdes Rey Paba arey_at_uninorte.edu.co

25
THANK YOU!!
26
1A. An Atomistic (Bottom up or Micro-oriented)
Approach to Teacher Education

• It involves looking at what the teacher does in
  the classroom.
• Management of discrete and trainable skills.
  (setting up small-group activities, using
  strategies for correcting pronunciation errors,
  explaining meanings of new words, etc)
• Training experiences might include teaching
  assistantships, simulations, tutorials, workshops
  and mini-courses, microteaching, and case
  studies.

27
1B. A Holistic (Top down or Macro-oriented)
Approach to Teacher Education

• It involves making generalizations and inferences
  that go beyond what can be observed directly in
  the way of quantifiable classroom processes.
• It focuses on clarifying and elucidating the
  concepts and thinking processes that guide the
  effective second language teacher (Richards,
  1996)
• Learning experiences might include practice
  teaching, observation, self- and peer
  observation, seminar and discussion activities
  (Richards, 1996).

28
2A. Teachers as Doers

• Teacher behaviors are matched to results or
  outcomes in students learning.
• Process-product view or behavioral view.
• An atomistic or micro approach, in which success
  in teaching is associated to the effective use of
  teaching techniques and skills in the classroom.

29
2B. Teachers as Actors, as Affective and Thinking
Beings

• Knowledge of behaviors and articulation of that
  knowledge to cope with a variety of unexpected
  classroom situations.
• Interact and react in the classroom (Interactive
  approach).
• Change and adaptation of plans based on their
  reasoning, beliefs, perceptions and complexities
  of the teaching situation.

30
2C. Interpretive View of Teaching

• Action and thinking accompanied by interpretation
  of teaching context.
• Teachers know the behaviors, are interactive and
  sensitive and know what to do in complex teaching
  contexts.
• A holistic or macro approach or actual teacher
  education (Richards and Nunan, 1990)
• It involves participants in higher processes such
  as decision-making, self-awareness,
  self-evaluation, permanent reflection.

31
INSTRUMENTS

• Candidates
• Survey
• Interview
• Journal
• Observation
• Students Survey
• Tutor Reflection and course report
• Moderator Reflection and Moderation report

32
Who is who in MEN-TDP?
Academic Coordinators (3) (MEN, UniNorte,
British Council)
Moderators Team (8) (U. Quindío,
Surcolombiana, Atlántico, Sabana, Del Norte, U.
de Ibagué)
Participant English Teachers from
state-schools 33 on phase 1, (B2, 2005-2006) 131
on phase 2 (B1, 2007) 200 on phase 3 (B1, 2008)
Tutors Team (35 academics, from 26
universities)
33

• Reasons Micro-skills
• We learn tools, strategies, methodologies we can
  use to make students learn easier.
• Everything we learnt here, help us to improve so
  that public teaching can be better and have
  better results.
• I think the course has provided specific
  information concerning methodology and teaching
  issues.

34

• Reasons Interactive skills
• Contents were right but sometimes real context
  hinders to develop all of them and we have to
  make changes.
• A course like this is something that English
  teachers need in order to grow professionally, to
  improve the ways of teaching, to know new
  strategies that can help us to give a best
  teaching to our students

35

• 58.9 - the methodology fully satisfies their
  needs
• 41.1 - the methodology mostly satisfies their
  needs.

36

• Reasons Micro skills and higher thinking
  skills.
• There is a good balance between theory and
  practice.
• There is a lot of reflection on our teaching
  process which permits to know different factors
  that influence our work as teachers.

37

• Topics 16 out of the 28 were scored 100 as
  essential.

38
Topics

• Language awareness
• Planning a lesson
• Teaching reading and reading strategies
• Teaching listening and listening strategies
• Teaching vocabulary and strategies to learn
  vocabulary
• Teaching speaking and strategies to improve oral
  skills
• Giving instructions and eliciting information
• Giving feedback to learners (responding to
  learners)
• Selecting materials and resources
• Managing learners of different levels and
  abilities
• Classroom management
• Alternative evaluation methods
• Use of effective teaching aids
• Evaluation of own teaching in order to set up
  personal professional development.

39
3. Professional Growth over the Course

• Gains (100) in socio-affective aspects.
• Competences for collaborative work.
• Effective communication with tutors and peers.
• Awareness of context and school / work reality.

40

• Gains in professional self-esteem
• Motivation to complete tasks that will help them
  improve their teaching practice and the teaching
  of English at their institution.
• Search and adaptation of materials suitable for
  their students .
• Class and activity preparation to meet learners
  needs.
• Class preparation with different focus (reading,
  vocabulary, writing, grammar, listening).

41

• Gains in cognitive and linguistic development.
• Comprehension of texts written in professional
  language .

42

• Gain awareness of benefits of keeping a journal.
  (Macro-skills)
• I have to confess that at the very beginning I
  did not want to write my journals, later I
  realized how useful it was .
• From my journals I can think over what I have
  learned, what kind of things hindered my
  development and what was relevant or not to me.

43
4. Attitudes towards Observations

• Gain awareness from classroom observations in
  aspects such as
• Framing objectives for a particular lesson
• Preparing materials for a given lesson
• Gaining insights into students cognitive needs
• Planning for alternative procedures or tasks
• Increasing knowledge about metalanguage used to
  describe characteristics of their job as
  teachers.

44

• A dominant tendency to become more reflective
  teachers.
• They have been very useful to me. I learned
  about my peers teaching, I learned how to
  evaluate them.
• I compared those lessons with mine to reflect
  upon my own teaching. That is, the things I was
  doing right and the ones going wrong.

45
(No Transcript)