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Mehrez Aounallah
ELT Inspector
Ben Arous
Tunisia TESOL 2013
Preparatory
Primary
cycle joining recently, but…
Vocational
No
& secondary cycles
training?
CPD for the tertiary cycle!!!
Trainer-centered
Teachers
follow the expert’s instructions
Teaching the textbook
Mainly based in training centers (CREFOCs)
Not usually based on analysis of teachers’
needs/ school needs.
Little or no concern about the context
Basic
training for novice teachers
Training day (journée pédagogique)
Demonstration lessons
Workshops
Seminars (international experts)
Magazines (Forum, Crossroads)
Changing
practices/ Hands-on (workshops/
micro-teaching)
More teacher-centered
Innovation & initiative
By teachers
Civil society / Teacher associations
Internet (FB groups, blogs, journals,
websites, etc.)
Reflective
Peer
observation?
Teacher
Peer
practice (done more systematically)
portfolio?
teaching?
Action
researches
A specific example:
Project Work: a strategy to
develop the spirit of inquiry
within schools
Plagiarism
Little
or no follow-up by teachers
Lack of training on the topic
Little or no learning: (evidenced by a field
research conducted in different areas in
Tunisia)
Theoretical
background
Groups
of teachers (same school) decide on a
topic: relevant to them and their students.
Each
group plan to implement their
research/ inquiry according to a negotiated
schedule
Field
work: task division, data collection
tools, collecting data, etc.
Workshops:
data analysis, drawing
conclusions [work supervised/ checked by
« inspector »]
Exchange/
questionnaires, interviews, etc.
Setting
up an evaluation panel: evaluation
grid
Group presentations
All teachers’ efforts valued
Friendly gathering
Evaluation of all the stages
«
When is our next project? »
Strengths:
Motivation
We
is contagious
have potential!
More
Easy
computer-literate teachers
access to information and
knowledge
Team
work/ collaboration valued
Collaborative
Experience
work: Such a challenge!
what the students
experience
Better
handling of PW with their
students
Weaknesses:
future focus areas
Data
collection tools: interviews and
questionnaires:
Data
Lack
analysis : Academics, please help!
of presentation skills: It’s NOT like
teaching!
Opportunities:
Teachers
as researchers
Publishing
There’s
FB!
researches?
much more to internet than
Teacher autonomy?
Threats:
Deficient
teachers’ background
knowledge
Risk
of resistance
Inspectors
past
…
may become a thing of the
Evolving
Hands-on
Relevant
to teachers’ needs
Field work/ in schools
Done by teachers
Fosters reflective practice &teacher
autonomy
A
solid knowledge basis
Basic formal training, yet hands-on
Openness to new trends
Creativeness
Adaptability
Professionalism
Teacher community
The love of the profession
Teachers cannot be developed
(passively). They develop (actively). It
is vital, therefore, that they are
centrally involved in decisions
concerning the direction and
processes of their own learning (Day
1999: 2)
Professional
Development: Rewards and
Challenges, Hammamet, 14-16 February
2013: Professor Simon Borg, University of
Leeds/ [email protected]
L’apport
de la pédagogie de projet dans
l’apprentissage de l’anglais au cycle
secondaire (Fatma Guerfel, Mehrez Aounallah
and Naima Charfi, CENAFFE 2010)
Thank you!