Teacher development: recognising skill as a basis for ongoing change
Teacher development: recognising skill as a basis for ongoing change
This paper reviews key themes in language teacher development over recent decades, and outlines a way forward. First and second generation approaches to teacher learning and developments are described, and a third generation, based on recognising what teachers do well is set out. This is based on data from a teacher development initiative carried out with teachers in English for Speakers of Other Languages (ESOL) programme in the UK. Key features of this approach focussed on in this paper are the skills of teachers in managing interaction and learning opportunities, the complex cognitive activity which underpins effective classroom practice, and the need to conceptualise teaching as constantly changing. These features are related to the ongoing challenge to develop programmes for teacher development which are effective in terms of teacher experience, and of wider policy goals of curriculum improvement.
teacher learning in TESOL, language teacher development, continuous professional development (CPD) for teachers and classroom episode analysis
5-36
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e
4 December 2011
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e
Kiely, Richard
(2011)
Teacher development: recognising skill as a basis for ongoing change.
Arab World English Journal, 2 (4), .
Abstract
This paper reviews key themes in language teacher development over recent decades, and outlines a way forward. First and second generation approaches to teacher learning and developments are described, and a third generation, based on recognising what teachers do well is set out. This is based on data from a teacher development initiative carried out with teachers in English for Speakers of Other Languages (ESOL) programme in the UK. Key features of this approach focussed on in this paper are the skills of teachers in managing interaction and learning opportunities, the complex cognitive activity which underpins effective classroom practice, and the need to conceptualise teaching as constantly changing. These features are related to the ongoing challenge to develop programmes for teacher development which are effective in terms of teacher experience, and of wider policy goals of curriculum improvement.
This record has no associated files available for download.
More information
Published date: 4 December 2011
Keywords:
teacher learning in TESOL, language teacher development, continuous professional development (CPD) for teachers and classroom episode analysis
Organisations:
Modern Languages
Identifiers
Local EPrints ID: 362070
URI: http://eprints.soton.ac.uk/id/eprint/362070
ISSN: 2229-9327
PURE UUID: 10c6baba-f522-45d2-b4e8-a3ab64ce582f
Catalogue record
Date deposited: 12 Feb 2014 16:46
Last modified: 11 Dec 2021 03:37
Export record
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics