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ELT.chapter One

Teacher self-development is a gradual process that requires time, ongoing commitment, problem-solving, and exploration. It involves stages from dependence on external sources to making informed teaching decisions and is enhanced by reviewing EFL/ESL basics and seeking development opportunities. Collaboration with others is essential for effective self-development, as feedback and idea exchange are crucial for growth.

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17 views4 pages

ELT.chapter One

Teacher self-development is a gradual process that requires time, ongoing commitment, problem-solving, and exploration. It involves stages from dependence on external sources to making informed teaching decisions and is enhanced by reviewing EFL/ESL basics and seeking development opportunities. Collaboration with others is essential for effective self-development, as feedback and idea exchange are crucial for growth.

Uploaded by

z6kzcwkky6
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SECTION ONE Chapter 1

The Self-Developed Language Teacher


Q/ What factors are central to teacher self-development ?

• First, there is no doubt that development takes time.

It takes time to observe interaction in our own classrooms and to visit other
teachers’ classes. The teachers who are in the first few years of their
teaching career, time is needed to work through stages in their
development.

What are the different stages of language teacher development?

1. Being dependent on outside sources (Such as supervisors and the


textbook).
2. Concerned with self-survival (“What do I do tomorrow in the class?
).
3. What kinds of techniques to use, to be concerned with student
learning and able to make informed teaching decisions.

• Second, development requires an ongoing commitment.

Development teaching is not something to do only in a teacher education


program or at the beginning of teaching career. Even the most
experienced teachers can learn new things about teaching, and
development is enhanced when the teacher makes a commitment to
ongoing development.

For example:
Many would call Kathy’s teaching skills developed, she continues to think
about her teaching and its consequences on students, especially about
creating a more learner-centered classroom to engage students in learning
to be communicatively competent in English.

• Third, development is enhanced through problem solving.


When the teachers recognize problems and work at solving them, they can
discover new ways to teach and discover more about their role as a teacher.

For example:
Kathy’s exploration into getting the class started quickly and her interest in
getting students to use more English in class indicate that she continues to
generate ways to solve perceived problems in her teaching.

• Fourth, development is also enhanced through exploration for


exploration’s sake.
Teachers can indeed discover much by exploring simply to explore, not just
to solve problems.

For example:
Try to follow new approach that is the opposite of one you love simply to
see what happens, or trying a new approach/technique simply because it
sounds interesting.

(That’s mean you may discover new things in your teaching)


Inductive approach> Bottom-up process
Top-down process > Deductive approach

• Fifth, development is enhanced by paying attention to


and reviewing the basics of EFL/ESL.
For example:
Although Kathy’s introduction to the basics began during her peace corps
training, she has continued to study
• Ways to create opportunities for students to interact in English.

• Ways to manage classroom behavior; and materials and media


used to teach EFL.

• She undoubtedly considered ways to teach different skills, such


as reading, writing, listening and speaking.

• Sixth, development is enhanced by searching out


opportunities to develop.

For example:
It turns out that Kathy talks with other teachers about teaching, she reads
about teaching, she attends teaching seminars and workshops and she
participates in other activities that give her chances to reflect on her
teaching and see teaching possibilities.

Seventh, self-development of teaching beliefs and practices


requires the cooperation of others.
For example:

It takes others who are willing to observe us, listen to us, and talk with us
about our teaching. We need administrators, students, other teachers and
friends to help us succeed with our development. Without their
cooperation, self development is very difficult as there is neither any source
for feedback nor any stimulus for ideas.

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