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Where should Teacher Educators come from? November 20, 2009

Posted by Philip Clegg in English for Progress.
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In the parallel session, ‘In-service and Pre-service English Language Teacher Education’, the room split into two groups to discuss the best way forward for in-service and pre-service teacher education.

One recomendation that came out was that Teacher Educators should come from schools and not from institutes or universities. They should be good teachers with a lot of practical experience and not traditional academics with doctorate degrees. What do you think?

Who is going to select these teachers? How to select them?
Should teachers be allowed to nominate themselves?
How do we replace the good teachers who we take out to become teacher educators?
Your comments please.

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Continuous Professional Development in the ELT sector November 20, 2009

Posted by Catherine in English for Progress.
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Rod Bolitho, Academic Director of Norwich Institute for Language Education (NILE), tells us that the teaching profession is not a static profession and as such, teachers need to continually develop.  

He also reminds us that development can only come from within an individual – teachers cannot be forced to develop, but they can be exposed to development opportunities. 

Rod goes on to say that INSETT (in-service teacher training) and CPD (continuous professional development) are not synonymous.  Teacher training is one route that teachers can take to help themselves develop, but there are other ways, such as gaining new qualifications, becoming involved in projects and materials development, mentoring and buddy systems, membership of teaching associations, classroom observations and feedback and autonomous research. 

How do your schools and institutes ensure that teachers have access to the latest skills and knowledge in the ELT sector?  How is their learning recognised and rewarded?

How many years of pre-service training? November 20, 2009

Posted by Philip Clegg in English for Progress.
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Prof.  Siddiqui, Chair of the National Council for Teacher Education (NCTE)talked about the development of new curriculum framework for teacher education in India that he hopes will be implemented nation wide over the next 3 to 4 years.
He says pre-service, in-service and professsional development of teachers must be considered as a continuum of teacher education.
He says there has been a shift towards a more constructivist approach to learning. He recognises a need to enhance language competence and a need to give space for teachers to become reflective practitioners.
Professor Siddiqui recommends a 2 years post graduation teacher training programme, or 4- 5 years for school leavers (after plus 2).
How many years pre-service training do you think teachers need?

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