Professional Development
Content
Professional Development
28/11/2014
Natalia González Aburto
Introduction
In the following report I will analyse a teacher‟s opinion about professional
development. I will focus on the work of Brown and Richards & Renandya
by presenting each answer with a theory that support the teacher‟s thought.
First, the theoretical framework will provide you with the most important
aspect that I took under consideration to do this report and how each
author‟s idea helps to the understanding of the process of teaching and
learning English and how it results as a major priority the professional
development of the teachers in order to keep up to date. I will also show
how teachers have to look for ongoing and regular opportunities to learn
from each other as ongoing professional development keeps teachers up-todate on new research on how students learn, emerging technology tools for
the classroom, new curriculum resources, and more.
Theoretical Framework
To begin with, we need to state the meaning of what to be a „professional‟ actually
means. Ur (2002), says that a „professional‟ is, broadly speaking someone whose
work involves performing a certain function with some degree of expertise. But a
narrower definition limits the term to apply to people such as doctors, teachers, and
lawyers, whose expertise involves not only skill and knowledge but also the
exercise of highly sophisticated judgment, and whose accreditation necessitates
extensive study, often university-based, as well as practical experience.
Consequently, Ur (2002), states that the English teacher is essentially a
professional engaged in bringing about real-world change, who may on occasion
undertake academic research.
With the above definition in mind, we now assume that teachers must be involved
in a life term process of developing his/her professionalism in order to always be
improving his/her competences in the process of teaching and learning EFL.
Thus, it can be said that the professional development of teachers is one of the
most important aspects of teaching EFL. According to Richards and Renandya
(2002), given the key role of the teachers in the classroom, it is imperative that
professional growth become a top priority.
Continuing with the aspect of professional growth within a teacher‟s life, Pettis
(2002), states that the development of professional competence is a long-term and
ongoing process, and all teachers should embark on a lifelong journey of
developing professional competence. She also says that it is the teacher‟s
professional responsibility to continuously undertake a wide range of activities to
improve their teaching competence.
According to Richards & Renandya (2002), maintaining the interest, creativity, and
enthusiasm of experienced language teachers in their professions is one of the
challenges faced by program coordinators, school principals, and teachereducators. Teacher need to expand their roles and responsibilities over time if they
are to continue to find language teaching rewarding.
Moreover, according to Brown (2007), one of the most invigorating things about
teaching is that you never stop learning and the discoveries among the field of
teaching go and on for a lifetime.
In the aspect of classroom research, Taylor (2002), found that teachers can
develop their professionalism through conducting research in their classroom and
that the knowledge gained from this type of research can be very rewarding, as
teachers can develop a deeper understanding of what goes on in their classroom
which in turn can become the basis for improving their instructional practices.
Likewise, Brown (2007), noted that leaving the classroom research in the hands of
researchers is an upside-down policy. According to Anne Meek (1991), this means
that teachers are the ones who do it (teach), teherefore, they are the ones who
know about it ( teaching) and should research about it. It is worth getting teachers
to build on what they know, to build on what questions they have, because that is
what matters. And so anybody who wants to be a helpful researcher should value
what the reachers know and help them develop that.
So, as stated by Brown (2007), this kind of action research, also known as
“classroom research”, is carried out not so much to fulfill a thesis requirement or to
publish a journal article as to improve you own understanding of the teachinglearning process in the classroom. The payoff for treating you teaching-learning
questions seriously is, ultimately, you becoming a better teacher.
Interview Description
Roxanna Correa Pérez is a teacher at UCSC. She is an English teacher, and she
has a Master‟s degree in higher education.
The following questions and preceding analysis were made based on the chapters
of “Professional Development” of the text “Methodology in Language Teaching: An
Anthology of Current Practice” by Richards & Renandya and “Continuing Your
Teacher Education” of the text “Teaching by Principles” by Brown.
Interview Transcription
1) After your English teacher degree, what step in professional development
have you taken?
Interviewee: I took a diploma and then I took a master degree in education.
And then I took a CELTA course in England and some other courses.
2) As a teacher, do you think that observing other teacher‟s performance helps
to your professional development? In what way?
Interviewee: Yes, I think you never stop learning, so observing other
teachers’ performance, observing your students’ performances, observing
even the performance of singers, dancers, I mean whoever needs to get the
attention of an audience gives you some learning. So if you notice things
you will learn if you don’t pay attention you don’t learn.
3) Have you ever conducted a research in teaching? If you have, was it useful
for your teaching practice and your professional development? Why?
Interviewee: Yes, I have conducted many researches in teaching; I have
conducted one in “how to use strategies to teach English”, then I conducted
one on “how to use wiki to teach writing in English” and then I am
conducting one now that is “how does feedback helps students to write”. It
has helped me a lot because it gives me an insight on the students’ mind
and how the process of teaching and learning really works and then I can
apply that into practice to help my students or my future students.
4) Have you ever analysed in deep any aspect of your lesson in real context? If
you have, was it beneficial for your teaching practice?
Interviewee: Yes, I have. At the university because as I teach methodology I
have to model my students, for example I always fight with the use of the
board, because my board is always a mess, so I always contextualized that,
I talk to the students and also I have tried to teach the same class with lots
of resources and then with minimal resources, so I have tested the role of
resources in a classroom.
5) As a teacher what do you think about the following statement? “The perfect
teacher must know more about her discipline than pedagogical knowledge.”
Interviewee: I sort of agree. I am one of the many people that thinks that the
discipline is more important than pedagogy. Even though I think that
pedagogy is important but you can teach pedagogy to someone who is very
good as his discipline, but you can have someone very good at pedagogy
but doesn’t know a thing about the discipline in one work and the other way
around.
Analysis of the Interview
Each following question has been analysed and provided with the theory
that supports the teacher‟s answer.
Question Nº1
Interviewee: I took a diploma and then I took a master degree in education.
And then I took a CELTA course in England and some other courses.
Richards & Renandya (2002)
*Teachers should constantly develop not only their knowledge of the subject
matter, but also their knowledge of pedagogy.
*As teachers, it is our responsibility to undertake a wide range of activities to
improve
our teaching competence.
knowledge).
According to Brown (2007)
(Teachers must
upgrade
their
*Peak performers: are those who attempt to professional development
Question Nº2
Interviewee: …I think you never stop learning…
According to Brown,D (2007)
*One of the most invigorating things about teaching is that you never stop
learning.
*Action research: teachers are coming to understand that seeing one‟s
actions through another‟s eyes is an indispensable tool for classroom
research as well as a potentially enlightening experience for both observer
and observee.
*Teacher collaboration: The process of continuing to develop your
professional expertise as a teacher is sometimes difficult to manage alone.
The challenges of teaching in a rapidly changing profession almost
necessitate collaboration with other teachers in order to stay on the cutting
edge.
Question Nº3
Interviewee: …It has helped me a lot because it gives me an insight on the
students’ mind and how the process of teaching and learning really works
and then I can apply that into practice to help my students or my future
students…
According to Richards & Renandya (2002)
*Research is the basis to improve teaching practice.
*Research helps to the discovery of the effect of the nature of the task itself.
(Experimentation).
According to Brown, D (2007)
*The teacher collaboration: learning from each other, for example:
*Peer coaching: feedback among teachers, both sides of the team benefit.
*Team teaching.
*Collaborative curriculum development revision: teachers must participate in
the elaboration of the curriculum.
*Teacher support work. Teachers meeting.
Question Nº4
Interviewee: … as I teach methodology I have to model my students…I have
tried to teach the same class with lots of resources and then with minimal
resources, so I have tested the role of resources in a classroom…
Brown, D (2007)
*Action research or classroom-based research.
*Set realistic goals: know the limitations and strengths.
*Set priorities: organised performance in order to not waste time.
*Take risks: new challenges, learn from your mistakes
*Stress management: know limitations, priorities.
According to Brown, D (2007).
*It does not matter how experienced a teacher may be, there is always a
question from the triangular interplay (T-Ss-Content).
*Critical pedagogy: learners must be free to be themselves.
*Teacher must allow their students to express themselves openly.
Question Nº5
Interviewee: … I am one of the many people that thinks that the discipline is
more important than pedagogy. Even though I think that pedagogy is
important but you can teach pedagogy to someone who is very good as his
discipline, but you can have someone very good at pedagogy but doesn’t
know a thing about the discipline…
According to Richards & Renandya (2002)
*Teachers also learn and not just teach.
According to Brown, D (2007)
*The knowledge a teacher has must be a balance between discipline and
pedagogical knowledge.
*Major professional goals in teaching: theoretical foundations of language
teaching and learning, analytical skills to assessing different contexts and
classrooms, alternative teaching techniques, interpersonal communication
skills and flexibility.
*The good language teacher: Harold B. Allen (1980). Must have
Competence preparation, passion for English, critical thinking, updating,
cultural adaptation.
Reflective Teaching: Looking Closely
According to what has been analysed from the interview, we can say that
the interviewee fulfills the characteristics of a reflective teacher, for the
following reasons:
According to Zeichner and Liston (1996, 11), a reflective teacher:
Examines, frames and attempts to solve the dilemmas of classroom practice
is aware of and questions the assumptions and values he or she brings to
teaching
Takes responsibility for his or her own professional development
Dimensions of reflection, Zeichner and Liston (1994, 47):
1- Rapid reflection: this is part of our on-line decision making while we are
teaching
2-Repair: a form of reflection-in-action, which occurs while we teach. The
teacher makes a decision to alter his or her behaviour in response to
questions from students.
3- Review: reflection that occurs before or after our teaching (is often
interpersonal)
4- Research: teachers thinking and observations become more systematic
and sharply focused around particular issues.
5- Retheorizing and reformulating: "while teachers critically examine their
practical theories, they also consider these theories in light of public
academic theories"
References
Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language
teaching: An anthology of current practice. Cambridge University Press.
Brown, H. D. (2007). Teaching by principles: An integrated approach to
language pedagogy. White Plains: Longman, 2.
Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: an
introduction.Reflective teaching and the social conditions of schooling.
28/11/2014
Natalia González Aburto
Introduction
In the following report I will analyse a teacher‟s opinion about professional
development. I will focus on the work of Brown and Richards & Renandya
by presenting each answer with a theory that support the teacher‟s thought.
First, the theoretical framework will provide you with the most important
aspect that I took under consideration to do this report and how each
author‟s idea helps to the understanding of the process of teaching and
learning English and how it results as a major priority the professional
development of the teachers in order to keep up to date. I will also show
how teachers have to look for ongoing and regular opportunities to learn
from each other as ongoing professional development keeps teachers up-todate on new research on how students learn, emerging technology tools for
the classroom, new curriculum resources, and more.
Theoretical Framework
To begin with, we need to state the meaning of what to be a „professional‟ actually
means. Ur (2002), says that a „professional‟ is, broadly speaking someone whose
work involves performing a certain function with some degree of expertise. But a
narrower definition limits the term to apply to people such as doctors, teachers, and
lawyers, whose expertise involves not only skill and knowledge but also the
exercise of highly sophisticated judgment, and whose accreditation necessitates
extensive study, often university-based, as well as practical experience.
Consequently, Ur (2002), states that the English teacher is essentially a
professional engaged in bringing about real-world change, who may on occasion
undertake academic research.
With the above definition in mind, we now assume that teachers must be involved
in a life term process of developing his/her professionalism in order to always be
improving his/her competences in the process of teaching and learning EFL.
Thus, it can be said that the professional development of teachers is one of the
most important aspects of teaching EFL. According to Richards and Renandya
(2002), given the key role of the teachers in the classroom, it is imperative that
professional growth become a top priority.
Continuing with the aspect of professional growth within a teacher‟s life, Pettis
(2002), states that the development of professional competence is a long-term and
ongoing process, and all teachers should embark on a lifelong journey of
developing professional competence. She also says that it is the teacher‟s
professional responsibility to continuously undertake a wide range of activities to
improve their teaching competence.
According to Richards & Renandya (2002), maintaining the interest, creativity, and
enthusiasm of experienced language teachers in their professions is one of the
challenges faced by program coordinators, school principals, and teachereducators. Teacher need to expand their roles and responsibilities over time if they
are to continue to find language teaching rewarding.
Moreover, according to Brown (2007), one of the most invigorating things about
teaching is that you never stop learning and the discoveries among the field of
teaching go and on for a lifetime.
In the aspect of classroom research, Taylor (2002), found that teachers can
develop their professionalism through conducting research in their classroom and
that the knowledge gained from this type of research can be very rewarding, as
teachers can develop a deeper understanding of what goes on in their classroom
which in turn can become the basis for improving their instructional practices.
Likewise, Brown (2007), noted that leaving the classroom research in the hands of
researchers is an upside-down policy. According to Anne Meek (1991), this means
that teachers are the ones who do it (teach), teherefore, they are the ones who
know about it ( teaching) and should research about it. It is worth getting teachers
to build on what they know, to build on what questions they have, because that is
what matters. And so anybody who wants to be a helpful researcher should value
what the reachers know and help them develop that.
So, as stated by Brown (2007), this kind of action research, also known as
“classroom research”, is carried out not so much to fulfill a thesis requirement or to
publish a journal article as to improve you own understanding of the teachinglearning process in the classroom. The payoff for treating you teaching-learning
questions seriously is, ultimately, you becoming a better teacher.
Interview Description
Roxanna Correa Pérez is a teacher at UCSC. She is an English teacher, and she
has a Master‟s degree in higher education.
The following questions and preceding analysis were made based on the chapters
of “Professional Development” of the text “Methodology in Language Teaching: An
Anthology of Current Practice” by Richards & Renandya and “Continuing Your
Teacher Education” of the text “Teaching by Principles” by Brown.
Interview Transcription
1) After your English teacher degree, what step in professional development
have you taken?
Interviewee: I took a diploma and then I took a master degree in education.
And then I took a CELTA course in England and some other courses.
2) As a teacher, do you think that observing other teacher‟s performance helps
to your professional development? In what way?
Interviewee: Yes, I think you never stop learning, so observing other
teachers’ performance, observing your students’ performances, observing
even the performance of singers, dancers, I mean whoever needs to get the
attention of an audience gives you some learning. So if you notice things
you will learn if you don’t pay attention you don’t learn.
3) Have you ever conducted a research in teaching? If you have, was it useful
for your teaching practice and your professional development? Why?
Interviewee: Yes, I have conducted many researches in teaching; I have
conducted one in “how to use strategies to teach English”, then I conducted
one on “how to use wiki to teach writing in English” and then I am
conducting one now that is “how does feedback helps students to write”. It
has helped me a lot because it gives me an insight on the students’ mind
and how the process of teaching and learning really works and then I can
apply that into practice to help my students or my future students.
4) Have you ever analysed in deep any aspect of your lesson in real context? If
you have, was it beneficial for your teaching practice?
Interviewee: Yes, I have. At the university because as I teach methodology I
have to model my students, for example I always fight with the use of the
board, because my board is always a mess, so I always contextualized that,
I talk to the students and also I have tried to teach the same class with lots
of resources and then with minimal resources, so I have tested the role of
resources in a classroom.
5) As a teacher what do you think about the following statement? “The perfect
teacher must know more about her discipline than pedagogical knowledge.”
Interviewee: I sort of agree. I am one of the many people that thinks that the
discipline is more important than pedagogy. Even though I think that
pedagogy is important but you can teach pedagogy to someone who is very
good as his discipline, but you can have someone very good at pedagogy
but doesn’t know a thing about the discipline in one work and the other way
around.
Analysis of the Interview
Each following question has been analysed and provided with the theory
that supports the teacher‟s answer.
Question Nº1
Interviewee: I took a diploma and then I took a master degree in education.
And then I took a CELTA course in England and some other courses.
Richards & Renandya (2002)
*Teachers should constantly develop not only their knowledge of the subject
matter, but also their knowledge of pedagogy.
*As teachers, it is our responsibility to undertake a wide range of activities to
improve
our teaching competence.
knowledge).
According to Brown (2007)
(Teachers must
upgrade
their
*Peak performers: are those who attempt to professional development
Question Nº2
Interviewee: …I think you never stop learning…
According to Brown,D (2007)
*One of the most invigorating things about teaching is that you never stop
learning.
*Action research: teachers are coming to understand that seeing one‟s
actions through another‟s eyes is an indispensable tool for classroom
research as well as a potentially enlightening experience for both observer
and observee.
*Teacher collaboration: The process of continuing to develop your
professional expertise as a teacher is sometimes difficult to manage alone.
The challenges of teaching in a rapidly changing profession almost
necessitate collaboration with other teachers in order to stay on the cutting
edge.
Question Nº3
Interviewee: …It has helped me a lot because it gives me an insight on the
students’ mind and how the process of teaching and learning really works
and then I can apply that into practice to help my students or my future
students…
According to Richards & Renandya (2002)
*Research is the basis to improve teaching practice.
*Research helps to the discovery of the effect of the nature of the task itself.
(Experimentation).
According to Brown, D (2007)
*The teacher collaboration: learning from each other, for example:
*Peer coaching: feedback among teachers, both sides of the team benefit.
*Team teaching.
*Collaborative curriculum development revision: teachers must participate in
the elaboration of the curriculum.
*Teacher support work. Teachers meeting.
Question Nº4
Interviewee: … as I teach methodology I have to model my students…I have
tried to teach the same class with lots of resources and then with minimal
resources, so I have tested the role of resources in a classroom…
Brown, D (2007)
*Action research or classroom-based research.
*Set realistic goals: know the limitations and strengths.
*Set priorities: organised performance in order to not waste time.
*Take risks: new challenges, learn from your mistakes
*Stress management: know limitations, priorities.
According to Brown, D (2007).
*It does not matter how experienced a teacher may be, there is always a
question from the triangular interplay (T-Ss-Content).
*Critical pedagogy: learners must be free to be themselves.
*Teacher must allow their students to express themselves openly.
Question Nº5
Interviewee: … I am one of the many people that thinks that the discipline is
more important than pedagogy. Even though I think that pedagogy is
important but you can teach pedagogy to someone who is very good as his
discipline, but you can have someone very good at pedagogy but doesn’t
know a thing about the discipline…
According to Richards & Renandya (2002)
*Teachers also learn and not just teach.
According to Brown, D (2007)
*The knowledge a teacher has must be a balance between discipline and
pedagogical knowledge.
*Major professional goals in teaching: theoretical foundations of language
teaching and learning, analytical skills to assessing different contexts and
classrooms, alternative teaching techniques, interpersonal communication
skills and flexibility.
*The good language teacher: Harold B. Allen (1980). Must have
Competence preparation, passion for English, critical thinking, updating,
cultural adaptation.
Reflective Teaching: Looking Closely
According to what has been analysed from the interview, we can say that
the interviewee fulfills the characteristics of a reflective teacher, for the
following reasons:
According to Zeichner and Liston (1996, 11), a reflective teacher:
Examines, frames and attempts to solve the dilemmas of classroom practice
is aware of and questions the assumptions and values he or she brings to
teaching
Takes responsibility for his or her own professional development
Dimensions of reflection, Zeichner and Liston (1994, 47):
1- Rapid reflection: this is part of our on-line decision making while we are
teaching
2-Repair: a form of reflection-in-action, which occurs while we teach. The
teacher makes a decision to alter his or her behaviour in response to
questions from students.
3- Review: reflection that occurs before or after our teaching (is often
interpersonal)
4- Research: teachers thinking and observations become more systematic
and sharply focused around particular issues.
5- Retheorizing and reformulating: "while teachers critically examine their
practical theories, they also consider these theories in light of public
academic theories"
References
Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language
teaching: An anthology of current practice. Cambridge University Press.
Brown, H. D. (2007). Teaching by principles: An integrated approach to
language pedagogy. White Plains: Longman, 2.
Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: an
introduction.Reflective teaching and the social conditions of schooling.
