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  • Becoming An English Language Teacher: Mapping Conceptual Changes

    Transféré par

    Tamas Kiss
    29 vues15 pages
    Becoming an English language teacher: mapping conceptual changes. This interactive talk introduces a technique which I have been using on different pre- and in-service teacher education courses as a means to help student teachers and more experienced colleagues explore their beliefs what it means to be a good English language teacher. The need to acknowledge that teacher learners come to our courses with prior experiences with education (both as learners and teachers) is not only important for the trainer, but also for the participants. This is especially the case if the course aims to embrace a broader educational approach vs. a narrow training course thus focusing not only on developing certain essential classroom/teaching skills but providing a platform for participants to explore their values and beliefs concerning language teaching and learning. I will invite participants to do some collaborative reflections during the session and compare their ideas with their colleagues. I will use some of my students’ work as examples to talk about their journeys from learner to teacher, and facilitate an open discussion and sharing on the possible application of this technique in the participants’ own educational contexts.

    Titre original

    Kiss, T. (2011, January). Becoming an English language teacher: mapping conceptual changes. Paper presented at Starting, Stimulating and Sustaining English Language Teacher Education and Development: A conference for English Language Teacher Educators, Hyderabad, India.

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    Becoming an English language teacher: mapping conceptual changes. This interactive talk introduces a technique which I have been using on different pre- and in-service teacher education courses as a means to help student teachers and more experienced colleagues explore their beliefs what it means to be a good English language teacher. The need to acknowledge that teacher learners come to our courses with prior experiences with education (both as learners and teachers) is not only important for the trainer, but also for the participants. This is especially the case if the course aims to embrace a broader educational approach vs. a narrow training course thus focusing not only on developing certain essential classroom/teaching skills but providing a platform for participants to explore their values and beliefs concerning language teaching and learning. I will invite participants to do some collaborative reflections during the session and compare their ideas with their colleagues. I will use some of my students’ work as examples to talk about their journeys from learner to teacher, and facilitate an open discussion and sharing on the possible application of this technique in the participants’ own educational contexts.

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    29 vues15 pages

    Becoming An English Language Teacher: Mapping Conceptual Changes

    Transféré par

    Tamas Kiss
    Becoming an English language teacher: mapping conceptual changes. This interactive talk introduces a technique which I have been using on different pre- and in-service teacher education courses as a means to help student teachers and more experienced colleagues explore their beliefs what it means to be a good English language teacher. The need to acknowledge that teacher learners come to our courses with prior experiences with education (both as learners and teachers) is not only important for the trainer, but also for the participants. This is especially the case if the course aims to embrace a broader educational approach vs. a narrow training course thus focusing not only on developing certain essential classroom/teaching skills but providing a platform for participants to explore their values and beliefs concerning language teaching and learning. I will invite participants to do some collaborative reflections during the session and compare their ideas with their colleagues. I will use some of my students’ work as examples to talk about their journeys from learner to teacher, and facilitate an open discussion and sharing on the possible application of this technique in the participants’ own educational contexts.

    Droits d'auteur :

    Attribution Non-Commercial (BY-NC)
    Téléchargez comme PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 15

    Becoming an English language teacher: mapping conceptual changes

    Asst/Prof Tams Kiss National Institute of Education English Language and Literature AG

    Evergreen dilemmas

    The chicken or the egg?

    Are language teachers BORN or MADE?

    Introduction

    Time travelling

    Importance of beliefs and values in TE

    Mapping conceptual changes

    From good to effective language teacher

    The best teacher I have ever had

    The Teacher Iceberg

    Understanding Values Beliefs Attitudes

    (Malderez & Bodczky , 1999)

    Values and Beliefs

    Why shall we work on these?


    the educators belief became the students reality. (Galan and Maguire, 2001 )

    Concept mapping: creating a poster

    Individual Think! Take notes.

    Small groups (4-5) Share and explain. Visualize.

    Whole class Present/explain, compare, discuss

    Examples of a concept map


    Experienced

    Strict aura
    Happy, sense of humour Open, animated

    Patient, encouraging, genuine

    Relevant

    Interesting

    Examples of posters

    Whats happening next?

    Input

    POSTER
    Discussion of reading

    Soft copy is accessible during the course

    Hands-on tasks

    Reflection

    The return of the poster

    Pre-course poster Eyes to see the needs of the students, knowledgeable, encourages critical thinking, open minded, tolerant of differences, quirky and unusual, passionate about subject matter, empathy, cared for students beyond the classroom, going the extra mile, well dressed, giving, willing to share (e.g. time, experience), engages students with a variety of tasks, knock, knock who is there? being humorous.

    Post-course poster Knows student profile well, must have clear objectives and detailed lesson plans, using variety of texts, e.g. visual, verbal, speak slowly and clear instructions, practice based on theory, have fun (warm-up activities), has a variety of approaches at his/her disposal (e.g. skills/ process/ product based approach), put on different shoes, activities must tie in with one another, student centred learning, selecting appropriate materials to fulfill lesson objectives.

    IMPRESSIONS

    ANALYSIS

    Summary

    Posters help student teachers to


    consciously think about their values, beliefs and feelings about teaching; use visuals as metaphors to open up new interpretations and to target the subconscious; think about and re-evaluate their ideas about teaching; assimilate, rather than accommodate new theories, ideas, concepts.

    Summary

    Posters
    should be considered as process and not as product;
    may reflect what student teachers think their tutor would like to see .

    Thank you! Q&A

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