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He points out that. At other times, we might learn something new about the person we want to become; this gives us a new self-ideal. Both are important and either may happen intentionally or as a by-product of the formal aspects of our education. Fink, , p. I want to emphasize the importance of intentionality in our processes of personalizing our professional development in terms of improving our self-image and our self-ideal. Individuals know best what they need to improve in order to meet the needs of learners in their classrooms.

By personalizing our professional development needs, teachers will be much more successful. We cannot hope that personalization will happen. We need to build in some measure of intentionality. Institutions can facilitate opportunities for teachers to reflect upon their needs and identify ways that the institution can support development. In this way, the interactive approach is most effective. What do I see as my core purpose as an ELT professional? Why do I want to be a better English language teacher?

Am I actively contributing to building the best ELT program at my institution? What changes do I need to make to be my best self? The answers to these questions can lead to the identification of specific needs that can be fulfilled through professional development. The third P focuses on priority of the professional development.

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When individuals begin identifying purpose and personalizing their professional development, one tendency is to become overwhelmed by so many things that could be done to make improvements as a teacher. When one is overwhelmed one result is often to do nothing to improve because there is too much to improve. Therefore, teachers need to prioritize the list of areas in which they could develop and limit their focus to a single item at a time. Teachers can take action to prioritize by first making a list of possible professional development priorities and then prioritizing that list to one issue that can be focused on for an extended period of time.

The key is to not become overwhelmed by all of the things that you could do as part of your professional development, but instead ask yourself, what is one priority that you could identify to work on now? The fourth P focuses on passion for professional development. Passion is what drives us to accomplishing our goals.


If we want passionate learners we must have passionate teachers. Perhaps the central question that teachers can focus on to accomplish their professional development goal is to ask, do I have the passion to work on one single item that I have identified to improve myself as an ELT professional? If we allow our passion to drive us forward, we want to make sure that our passion is focused on the single area of focus that we have for our professional development. The final P focuses on professional learning communities. Learning and teaching can be social processes.

As we interact with others in the process of our own professional development as teachers, we have others who can help hold us accountable. This research strengthens the role for institutions and individual teachers to establish a professional learning community. Individual teachers can take action by asking the following questions:. How can I take responsibility for my own professional development and create a professional learning community with my trusted colleagues?

How can my colleagues and I share what we are learning about our practice as classroom teachers that will continue to improve our teaching and the learning of our students? I emphasize personal in the PD plan because I believe that teachers need to be held accountable for the development of their own plan. Once a PPDP is in place then the institution can identify ways to support teachers as they accomplish their individual goals. By having teachers complete a PPDP, the responses to the questions can then be strategically used by the institution to outline possible professional development events to meet the needs of both the teachers and the institution.

The TESOL International Association annually provides 50 professional development scholarships to individual teachers to fund convention registration and the fee for one Pre- or Post-Convention Institute. The application deadline is typically November 1 of each year. Teachers who have not yet had the opportunity to attend a TESOL International Association annual convention should consider the benefits of applying for a professional development scholarship.

I then provided five principles as a framework for strengthening teacher professional development within an interactive approach—the five Ps of effective professional development: purpose, personalization, priority, passion, and professional learning community. It is to the advantage of both the institution and the individual to collaborate in an interactive approach to professional development so that institutional needs are met, individual teacher needs are met, and, most importantly, classroom instruction improves so that ultimately student learning improves through greater increases in English language proficiency.

My hope is that institutions and teachers can use the ideas presented here to make the appropriate adjustments so that there is a significant improvement in English language teaching. I invite programs who use this model to contact me with success stories as well as stories of continued challenges as we all work towards improving English language teaching and learning around the world.

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Crandall, J. Effective professional development for language teachers. Celce-Murcia, D. Snow Eds. Teaching English as a second or foreign language 4 th ed. Duckworth, A. Grit: The power of passion and perseverance. New York, NY: Scribner. Farrell, T. Novice-service language teacher development: Bridging the gap between preservice and in-service education and development.

Fink, L. Creating significant learning experiences: An integrated approach to designing college courses. Guilloteaux, M. Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. Leung, C. Second language teacher professionalism. Burns and J. Richards Eds. Ousseini, H. Park Ed.

Edited by John I. Park, G. Richards, J. Key issues in language teaching. User Name Password Sign In. Abstract: This article summarizes major findings on teacher professional development and recommends an integrated approach to teacher development.

ALL TEACHING METHODS IN ONE VIDEO- Analysis,Inductive,Deductive,Brainstorming etc- FOR DSSSB-2018

Five Ps for meeting the needs of teachers and schools are discussed. As professional development is approached with purpose, personalization, priority, passion, and professional learning communities, teachers and the institutions in which they work increase in the capacity to improve student learning. Se discuten las cinco Ps para satisfacer las necesidades de los maestros y las escuelas. Introduction Within English language teaching ELT , teacher professional development is a topic of interest and importance because it is within the interest of the profession to ensure that its members act according to the highest levels of agreed upon standards.

Three Models for Professional Development for Language Teachers The concepts of top-down approaches to second language reading, bottom-up approaches, and interactive approaches should be familiar to most ELT professionals. Top-Down Teacher Professional Development A top-down approach to teacher professional development is provided by an institution or regulatory body determining what the teachers need in order to make improvements. Figure 1 provides a visual representation of a top-down approach by an inverted triangle.

Figure 2 provides a visual representation of a bottom-down approach by a triangle. Figure 2: A visual representation of a bottom-down model of teacher professional development. Procedures used for peer observation. Implementing peer observation. Procedures used in compiling a teaching portfolio. Implementing teaching portfolios. Example of a teaching portfolio. Purpose and benefits of selfmonitoring.

Procedures used in selfmonitoring. Implementing selfmonitoring. Purposes and benefits of teacher support groups. Types of teacher support groups.

Professional Development for Language Teachers : Strategies for Teacher Learning -

Forming a teacher support group. Examples of teacher study groups. Purpose and benefits of a teaching journal. Procedures used for keeping a journal. The audience for a teaching journal. Implementing journal writing. Implementing critical incident analysis.