Transcript PowerPoint Template

Dr.C. Isora J.Enríquez O´Farrill
Dr.C. Sonia Fernández González
Education: A Revolution within the
Revolution
1961:
Literacy
Campaign
Basic goal
culture
70´s:
Teacher
training project
2000´s:
Enhancing
culture and
the use of ICT
Teacher education
The
process
conducive
to
the
comprehensive formation of the teacher
as a professional, that involves the sum
of
experiences,
opportunities
and
activities through which individuals learn
to be teachers by teaching itself and by
reflecting on it.
PEDAGOGICAL UNIVERSITIES
TEACHER
TRAINING
COURSES
GRADUATE STUDIES
AND DIFFERENT FORMS
OF CONTINUING
EDUCATION FOR IN
SERVICE TEACHERS
FUNCTIONS
PEDAGOGICAL
RESEARCH
ACADEMIC
EXCHANGE
UNIVERSITY
EXTENSION
FOR CULTURAL
ENRICHMENT
Dra.Theoretical
C. Alicia Toledo
Costa
framework
Marxist Leninist
philosophy
Sociology
Psychology
Pedagogy
Philosophycal reference
• Society- man-education are key concepts for
curriculum design.
• Knowledge, evaluation and praxis are stages of the
whole human activity, mutually conditioned and
interrelated.
• Education is the transmission of the cultural heritage
of mankind from generation to generation.
• The comprehensive formation of the student´s
personality is in the center of the process
Miranda, Lena. T. (2009)
Sociological reference
• The formation and self acknowledgment of national
identity, ideological, cultural and socio-historic values,
which are revealed in this process.
• The revolutionary sense that has characterized the
historic development of the Cuban society, which
synthesizes the ideals of José Martí and the Marxist
Leninist ideas, marked by a humanistic sense.
• Human activity and communication are central
concepts in the educative process.
Miranda, Lena. T. (2009)
Psychological reference
• Learning and development are interrelated from the
child’s very first day of life.
• Education leads to development
•The learning process is seen as a process
of "meaning-making" in socially, culturally,
historically, and politically situated contexts.
Vygotsky , (1962) , Miranda, Lena. T. (2009)
Pedagogical reference
• The school as the cultural center and the place for
socialization in the community.
• The interdisciplinary approach to teaching and
learning.
• The interrelation between theory and practice.
• The learner´s responsibility for his own learning.
• The relationships school- family and community.
• The role of ICT.
Miranda, Lena. T. (2009)
Characteristics of teacher education
curriculum
It lasts five years.
1st and 2nd years: intensive
training on the main campus
from 3rd year on the students are
inserted in micro-universities under
the mentorship of school teachers.
Characteristics of teacher educaction
curriculum
Components of the curriculum
Academic: helping the trainees learn the contents of the
core and optional subject matters of the curriculum
Practical: helping the students develop pedagogical
professional skills
Research: helping the students develop research
skills
University extension: facilitating students
involvement in different cultural, community
and sports activities
Debate
 Mention what is similar to the way teacher
training is developed in your country.
 Talk about what is different from the way
this is designed in your country.
 What is it that you cannot compare
because it was not clearly explained?
 What called your attention and needs more
clarification?
UNIVERSALIZATION
OF HIGHER
EDUCATION
It fosters
commitment to
the community
where people live
and work
It offers ways
to care for
diversity within
unity
MUNICIPAL PEDAGOGICAL
CAMPUSES
It allows most
people to benefit
from education.
MICROUNIVERSITY
Lab to train teachers
Present challenges
• The education of student teachers to develop the
skills to enhance their culture as well as their
learners’;
• The fragmentation of curriculum content;
• Connecting theory and practice;
• How to support trainees and teachers in the
initial years of teaching;
• Educating teachers to be reflective practitioners;
• Strengthening teachers´ professional development
Culture reflects the whole of
human behavior
Beliefs, customs, traditions, values,
Ways of relating to each other,
Manners of speaking, communicating
Ideas and attitudes towards philosophy,
politics and environment,
The material products of physical effort,
ingenuity, and imagination and services
provided
Content in teacher education
Must contribute to enhance student
teachers´ sense of responsibility as
citizens
Enhance the education of moral values
Content areas
General
cultural
content
General
pedagogic
content
Theories of
teaching &
learning
Subject
matter
content
Strategic or
process
content
Enhancing comprehensive formation
Cultural
Curricular
strategies
Health &
Sexual
Education
Pedagogical
Professional
Guidance
Mother
tongue
ICT
Teaching practicum & mentoring
Teaching practice is to bridge the gap between
theory and practice.
Mentoring is a strategy of individual and
institutional support, realized in a learningpartnership of two persons and aiming at
professional development (of school teachers).
Mentors not tormentors
Mentoring is a
joint work
Mentoring is a
dialogue
Mentoring scenarios common features
 Mentoring should take place in a personal
one-to-one relationship.
 Mentoring should be a confidential, inspiring,
and trusting relationship as
a basic
prerequisite for learning.
 The benefit is not only on the mentee's side
but also on the mentor's and the institution as
well.
Critical Reflection
 What are you doing?
Why are you doing it?
How effective is it?
How are the students responding?
How can you do it better?
Professional and learning
portfolios and journals
ICT in teacher education
Effective teacher preparation requires
adequate training in two areas:
Information technology literacy.
 Integration of ICT in the teaching learning
process to enhance learning experiences
in schools.
Basic principles for an effective
inclusion of ICT in teacher education
 Technology should be integrated into
the entire teacher education program.
 Professors and mentor teachers should
model innovative uses of technology.
 Students should experience innovative
technology-supported learning
environments in their teacher education
program.
Language Teacher training
Teacher trainees
develop professional
skills
To teach
language
Act as
intercultural
communicators
and culture
promoters
English teacher
DEVELOPS
INTERCULTURAL
COMMUNICATION
SKILLS
Intercultural
communicator
CULTURE PROMOTER
ENHANCES
LEARNING
STRATEGIES AND
INTELLECTUAL SKILLS
FOSTERS VALUES
AS CUBAN AND
WORLD CITIZEN
Culture
Language
Effective Intercultural
Communication
Rules to find out what is going on in a
culture
Rule 1: Do not assume
Rule 2: Be quiet
Rule 3: Look
Rule 4: Listen
Rule 5: Feel
Rule 6: Ask questions
a
b
Enhancing Language Teaching &
Learning
Listening
• Video
• Communicative &
professionally-oriented
tasks
Speaking
• Response papers
• Reading texts
Reading
Writing
Communication
Resources
Local Textbooks
Labs and
specialized
classrooms
• Trainees & tutors organize
language festivals and
cultural activities with
learners
Professional development
The sum of activities in which teachers
participate to contribute to their growth as
professionals, as they enhance their
communication, teaching and research skills,
through the experience of teaching, reflecting
on this experience
and participating in
seminars, conferences and other academic
and professional projects.
Professional Development
Methodological preparation: Ongoing
process to help school teachers reflect
on:
teaching content
lesson planning
procedures for assessing learners´
knowledge and skills
procedures to integrate
interdisciplinary content
• ELT Seminars and conferences
• Academic exchange
• Workshops by international
professors from Canada, UK, and
others.
• Master’s & PhD programs in UK
and Cuba
• TKT
• Participating in national &
international projects of
great impact
-Literacy programs
Greenlight, New Zealand
Arrowmight, Canada
Grenada, West Indies
“Yes, I can.”: A Cuban contribution for
the English speaking world
DrC. Sonia Fernández
MSc. Yolanda Cabrer
Lic. Piedad Torres
• Participating in national &
international projects of
great impact
-Literacy programs
Greenlight, New Zealand
Arrowmight, Canada
Grenada, West Indies
Holiday English
University for All
Understanding people across cultures
The proverb, “When in Rome, do as the
Romans do”, applies to every field and to
any professional, particularly in countries
where 1000-year old traditions can dictate
the rules of proper behavior.
NON-VERBAL COMMUNICATION
Automatized body movements with
social and cultural meaning
produced between human
interlocutors in face to face
interaction.
Padrón Casañas, 2007
What do these gestures mean in your
country?

How do they feel?
1. I’m very angry; I want you to
get out of here.
2. Whatever you say, I don’t
believe you.
3. Hmm, don’t think that I’m
stupid.
4. It seems so funny but it’s not.
5. I feel so disappointed and sad.
6. What’s that? Take it away from
me.
7. Finally, I could get out of
trouble.
8. Please, don’t say anything
else. I have already known the
sad story.
9. I’m very angry with what they
have done to me.
THE USE OF TECHNOLOGY IN
LANGUAGE TEACHER
EDUCATION
The social
responsibility
of educational
systems
computer
science
electronics
acceleration of
the scientific
revolution
generations of
men that will
live, work
biotechnology
Some of the technological theoretical
frameworks for the introduction of ICT in
education are related to:
 information and knowledge management,
 communication and collaboration,
 interactivity,
 a personalized TLP,
 disposition for an interdisciplinary learning,
 concentration increase,
 auditorium expansion and
 loss of time and space barriers.
Authors such as Mena (1996) and
Lacruz (1999) group ICT in three
systems:
Informatics
Telecommunications
Television and Video
These systems
have reached a
peek and
develop
constantly.
The most used technologies
audiovisual
technologies
the audiocassette, the slides,
and the overhead projector
substituting the board
sometimes
radio
broadcasting
used to communicate among
rural educational centers
video and
television
used for educational purposes
computers
used as a teaching aid,
working tool and object of
study
The role of ICT at schools
Teaching aid
Working tool
WhenThey
it is only
used
put at
the for
its calculation
studentscapacity
and
or recovery
of an
teachers’
disposal
information
to speed
inexhaustible
flow of
up ainformation,
process or to
solve
a task that
structured
in a
elevates
the quality
development
and theplatform
effectiveness
to
of theguarantee
teaching learning
their
process
in action
a shortinside
time
positive
and
with
fewer
the
process
resources
Challenges
technical and resource limitations
qualified professors' availability
appropriate methodologies
insecurity and rejection to
technology
Language teacher education in
Cuba
concentrated
resources
computer
labs
language
labs
university
intranet
CALL Computer Assisted Language
Learning
CAL
Computer Assisted Learning
CBI
Computer-Based Instruction
ICAL Intelligent Computer Assisted
Language Learning
WALL Web Assisted Language
Learning
the PC, the beginnings of
communicative language teaching,
and teacher programmers
The PC allowed ordinary teachers to
produce their own software, and it is at
this time that Storyboard was produced.
Software like Storyboard allowed teachers
to be creative in their own classrooms
and to make the technology submissive to
the emergent methodologies of the time.
Internet, a very common
part of the world of
CALL
growth of e-mail projects
and the use of the World
Wide Web
Early CALL used computers to
teach things, later CALL made use
of the software to support learning
and methodology.
• Internet access is becoming increasingly available to
learners- either directly or through centers´ intranet
services.
• Technology is part of the natural environment of
people, mostly young learners, who are growing up
with technology.
• English, as an international language, is one of the
most widely used in technologically mediated
contexts.
• Technology, especially the internet, presents new
opportunities for authentic tasks and materials, as
well as access to a wealth of ready-made ELT
materials.
•Internet offers excellent opportunities for
interaction and collaboration with learners and
teachers from different and geographically
dispersed areas.
•Technology offers new ways for practicing
language, and assessing performance.
•Using a range of ICT tools can give learners
exposure to and practice in all four main
skills- speaking, listening, writing and reading.
•Technology has lots of potentials to approach
language and culture in natural ways.
• Coherent integration of technology in the
curriculum;
• Use of technology in harmony with current and
best language and language teaching-learning
theories;
• Availability of appropriate technology at the
delivery and language learning sites;
• Availability of time and expertise to maximize the
benefits of technology based resources;
• Student and teacher training in using
technologies that enhance language teaching and
learning.
Technology will not
turn bad teachers
into good teachers;
or unwilling students
into eager and rapid
learners of
languages.
Skilled teachers and
keen learners will
have tools and
resources to
improve a traditional
classroom learning
environment.
Conclusions
The
social,
economic
and
cultural
development of a country relies on the
education provided to its people. Educators
are in the center of such provision since
they have been equipped with the tools to
instruct and educate.
Conclusions
 The advances of the 21st century opening new
possibilities for effective teaching but it is also
placing great demands and challenges
on
educators to make the best use of what is
available. So teacher education is facing an
unprecedented challenge that has far-reaching
implications in the formation of the 21st man by
training culturally professional teachers who will
enable diverse student populations to cope with
the challenges of their time.
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