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.
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.
