DOCUMENT RESUME FL 022 023 ED 369 274 Sadtono, Eugenius, Ed. AUTHOR Language Teacher Education in a Fast-Changing World. TITLE Anthology Series 29. Selected Papers from a Seminar on Language Teacher Education in a Fast-Changing World (April 1992). Southeast Asian Ministers of Education Organization INSTITUTION (Singapore). Regional Language Centre. ISBN-9971-74-040; ISSN-0129-8895; RELC-P-402-92 REPORT NO PUB DATE 92 171p.; For individual papers, see FL 022 024-032. NOTE General (020) Collected Works PUB TYPE MF01/PC07 Plus Postage. EDRS PRICE Change Strategies; Classroom Observation Techniques; DESCRIPTORS Educational Change; Educational Objectives; Educational Strategies; Elementary Secondary Education; *English (Second Language); Feedback; Foreign Countries; Labor Force Development; *Language Teachers; Program Design; Program Development; Second Language Instruction; *Student Evaluation; *Teacher Attitudes; *Teacher Education; *Teacher Education Programs; Theory Practice Relationship ABSTRACT Selected papers from a 1992 seminar on innovations in language teacher education include: "Collaboration in Assessment: Emp...4ering the Individual Course Member" (Leslie Dickinson); "An Approach to the Evaluation of ELT Preparation Programs" (Stephen J. Gaies); "Human Resources Development in the Management of English Language Programs: An Introduction for Teachers" (Martha C. "Teachers as Trainers" (David Hayes); "Coping with Pennington) ; Teacher Resistance: Insights from Inset Programmes" (V. Saraswathi); "Adapting the Six Category Intervention Analysis to Promote Facilitative Type Supervisory Feedback in Teaching Practice" (Bahiyah Abdul Hamid, Hazita Azman); "Planning a TEFL Education Program: Policies, Perspectives and Promise" (Jan Jackson Fahmy, Linda Bilton); "Using Feedback and ReflectIons as Tools in Bridging the Theory-Practice Link in Language Teacher Training at the Primary Level" (Gayle Whitson, Peter Bodycott); and "'Process vs. Product' in Shifting the Focus of Course Design" Language Teacher Education (Ray Parker) . 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INFORMATION CENTER I \ \\ 1 111 1 titliflihil I 1 BEST COPY AVAILABLE 2 EDUCATION LANGUAGE TEACHER WORLD IN A FAST-CHANGING 3 LANGUAGE TEACHER EDUCATION IN A FAST-CHANGING WORLD Edited by Eugenius Sadtono Anthology Series 29 Published by SEAMEO Regional Language Centre RELC P402-92 4 Copyright (t, 1991 by SEAMEO Regional Language Centre 30 Orange Grove Road Singapore 1025 ISBN 9971-74-040-0 ISSN 0129-8895 Printed by Sin Sin Lithographers Pie Ltd. 5 CONTENTS Page iii Foreword iv Introduction Collaboration in Assessment: Empowering the Individual Course Member 1 Leslie Dickinson An Approach to the Evaluation of ELT Preparation Programs 14 Stephen J Gaies Human Resources Development in the Management 34 of English Language Programs: An Introduction for Teachers Martha C Pennthgton 49 Teachers as Trainers David Hayes Coping with Teacher Resistance: 75 Insights from Inset Programmes V Saraswathi , Page Adapting the Six Category Intervention Analysis to Promote Facilitative Type Supervisory Feedback in Teaching Practice 88 Bahiyah Abdul Hamid and Hazita Azman Planning a TEFL Education Program: Policies, Perspectives and Promise 100 Jane Jackson Fahmy and Linda Bilton Using Feedback and Reflections as Tools in Bridging the Theory-Practice link in Language Teacher Training at the Primary Level 125 Gayle Whitson and Peter Bodycott 'Process vs. Product' in Language Teacher Education - Shifting the Focus of Course Design 140 Ray Parker List of Contributors 157 7 - ii FOREWORD In April 1992 SEAMEO RELC organised a Regional Seminar on of this Language Teacher Education in a Fast-Changing World. An important aim in various seminar is to survey developments in language teacher education presented at this countries. In this volume is a collection of selected papers in a number of seminar. They discuss innovations in teacher ceucation programmes countries such as Britain, Oman, Thailand, India, Malaysia and Singapore. Professionals interested in such innovations will find various recommendations concerning the development of teacher education programmes. f folio These include a collaborative assessment scheme, process oriented teaching, Intervention approach to evaluation, an adaptation of Heron's Six Category Analyses and bridging the theory-practice gap in teacher-training. in teacher I would encourage teacher-educators interested in developments of the education in the nineties to peruse this collection of papers for a sampling selection of papers ideas and models presented for discussion at the seminar. This and propel teacher- is made in the belief that it will stimulate further thought This educators to embark on new directions in programme planning and evaluation. in the preparation of is one way whereby SEAMEO RELC can influence change language teachers in South-East Asia. Edwin Goh Director INTRODUCTION Language teacher education can never be rigid and prescriptive as the demands of our modern world are changing fast, particularly as they are mostly unpredictable. In addition, it is also culture-bound, so it is difficult to 'prescribe' principles which would be applicable universally. Thus the papers presented here are only an attempt to help us widen our own horizon and to learn from successes and failures our colleagues have had in different parts of the world. Let us start our journey in the realm of language teacher education with Leslie Dickinson. In his paper "Collaboration in Assessment: Empowering the Individual Course Member", he describes how the learner and the teacher can work together to improve effective language learning by means of collaborative assessment scheme. At Moray House this is done by offering each course member a genuine opportunity to collaborate with tutors in the assessment of his or her own assignments. The findings from his study suggest that there can be a reasonable level of accord between course member grades and tutor grades. Underlying all these things, he claims that the kcy to coping with change in education is learner autonomy, empowering the learner to adjust learning objectives, materials and techniques to suit changed circumstances, and self- assessment is one of the ways to reach learner autonomy. In relation to assessment, Stephen Gaies presents virtually a guideline for an evaluation of ELT preparation programs which most of us would find it useful. His paper "An Approach to the Evaluation of ELT Preparation Programs" has three purposes: to characterize general approaches to the evaluation of programs that prepare teachers of English, to review the reasons for current interest in the evaluation of such programs, and to describe an evaluation project now under way to apply a portfolio approach to the evaluation of teachers of English from the time they enter a teacher-preparation program until three years after they complete the program. The third purpose is interesting to note as this is rarely done for a number of reasons; what we usually do, if we evaluate a program, is to conduct it on an ad hoc basis. Now that wc know it, perhaps we can make it as a model for a better program evaluation. By reading his article, we will be able to get a whole picture of program evaluation. iv 9 A number of us, EFL teachers, become language program managers by chance, without any academic background in management in general or language teaching program management in particular. In this regard, Martha Pennington's paper is an excellent introduction to the business of language program management in general. It describes among others the components of language progrim management, i.e. faculty, student and administration components as well as their developments, stressing the interlocking nature of program resources and decisions. She concludes by saying that the main objectives in language program development are to maximize the quality of all resources and to optimize their functioning. David Hayes' article on "Teachers as Trainers" is a report of a survey conducted in Thailand. From the survey we can see what skills the teachers think they still need to have in order to become good teacher trainers. Hayes argues that being a good teacher does not necessarily mean that one is a good trainer, in the sense that knowing how to do something and to do it well is not the same as being able to communicate that knowledge effectively to other teachers such that the latter are given the skills to reflect upon and perhaps to change their own classroom behaviour. Those who arc in similar situations like Hayes and interested in knowing more about teachers as trainers could conduct their own study using his instruments and see if the results arc similar to his findings. "You can't teach an old dog new tricks" is what Saraswathi would like to disprove in her article "Coping with Teacher Resistance: Insights frOm INSET Programmes". Using particular "tricks", her INSET programmes have been successful in teaching teachers new ways of teaching English in Tamil Nadu, India; they are willing and able to appiy new techniques of teaching to their classrooms. She also compares her research project model with Tony O'Bricn's EROTI model and John Heron's Six Category Intervention Analysis model. In comparison with EROTI she finds that her model is more economical, whereas with Six Category !ntervention Analysis there is much in common. With reference to Six Category Intervention Analysis, Bahiyah Abdul Hamid and Hazita Azman in their article "Adapting the Six Category Intervention Analysis to Promote Facilitative Type Supervisory Feedback in Teaching Practice" discuss the meaning and significance of the analysis for supervision of teaching practice. It is hoped that by reading this article, the reader will be able to understand Saraswathi's article above better as she also compares her model with the Six Category Intervention Analysis model.