Professional Development for Language Teachers: Strategies for Teacher Learning PDF
Preview Professional Development for Language Teachers: Strategies for Teacher Learning
CUNY029-FM CUNY029-Richards 0521613833 February4,2005 3:53 CharCount=0 ProfessionalDevelopmentforLanguageTeachers CUNY029-FM CUNY029-Richards 0521613833 February4,2005 3:53 CharCount=0 CAMBRIDGE LANGUAGE EDUCATION SeriesEditor:JackC.Richards Inthisseries: AgendasforSecondLanguageLiteracybySandraLeeMcKay ReflectiveTeachinginSecondLanguageClassroomsbyJackC. RichardsandCharlesLockhart EducatingSecondLanguageChildren:TheWholeChild,theWhole Curriculum,theWholeCommunityeditedbyFredGenesee UnderstandingCommunicationinSecondLanguageClassroomsby KarenE.Johnson TheSelf-DirectedTeacher:ManagingtheLearningProcessbyDavid NunanandClariceLamb FunctionalEnglishGrammar:AnIntroductionforSecondLanguage TeachersbyGrahamLock TeachersasCourseDeveloperseditedbyKathleenGraves Classroom-BasedEvaluationinSecondLanguageEducationbyFred GeneseeandJohnA.Upshur FromReadertoReadingTeacher:IssuesandStrategiesforSecond LanguageClassroomsbyJoAnnAebersoldandMaryLeeField ExtensiveReadingintheSecondLanguageClassroombyRichardR. DayandJulianBamford LanguageTeachingAwareness:AGuidetoExploringBeliefsand PracticesbyJerryG.GebhardandRobertOprandy VocabularyinSecondLanguageTeachingbyNorbertSchmitt CurriculumDevelopmentinLanguageTeachingbyJackC.Richards Teachers’NarrativeInquiryasProfessionalDevelopmentbyKarenE. JohnsonandPaulaR.Golombek APracticuminTESOLbyGrahamCrookes SecondLanguageListening:TheoryandPracticebyJohnFlowerdew andLindsayMiller ProfessionalDevelopmentforLanguageTeachers:Strategiesfor TeacherLearningbyJackC.RichardsandThomasS.C.Farrell CUNY029-FM CUNY029-Richards 0521613833 February4,2005 3:53 CharCount=0 Professional Development for Language Teachers Strategies for Teacher Learning Jack C. Richards SEAMEORegionalLanguageCentre Thomas S. C. Farrell BrockUniversity CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521781350 © John Flowerdew and Lindsay Miller 2005 This publication is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published in print format 2005 ISBN-13 978-0-511-66723-7 OCeISBN ISBN-13 978-0-521-78135-0 hardback ISBN-13 978-0-521-78647-8 paperback Cambridge University Press has no responsibility for the persistence or accuracy of urls for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. CUNY029-FM CUNY029-Richards 0521613833 February4,2005 3:53 CharCount=0 Contents Serieseditor’spreface vii Preface ix 1 Thenatureofteachereducation 1 2 Workshops 23 3 Self-monitoring 34 4 Teachersupportgroups 51 5 Keepingateachingjournal 68 6 Peerobservation 85 7 Teachingportfolios 98 8 Analyzingcriticalincidents 113 9 Caseanalysis 126 10 Peercoaching 143 11 Teamteaching 159 12 Actionresearch 171 Appendix 195 Index 197 v CUNY029-FM CUNY029-Richards 0521613833 February4,2005 3:53 CharCount=0 CUNY029-FM CUNY029-Richards 0521613833 February4,2005 3:53 CharCount=0 Series editor’s preface Second and foreign language teaching provides a career for hundreds of thousandsofteachersworldwide,andthevasteducationalenterpriseofEn- glishlanguageteachingcouldnotoperateeffectivelywithoutthededication and effort of such teachers day by day and year by year throughout their careers.Maintainingtheinterest,creativity,andenthusiasmofexperienced languageteachersintheirprofessionisoneofthechallengesfacedbypro- gramcoordinators,schoolprincipals,andteacher-educators.Teachersneed to expand their roles and responsibilities over time if they are to continue tofindlanguageteachingrewarding,anditistheresponsibilityofschools and other educational institutions to provide opportunities for teachers to developlonger-termcareergoalsandopportunitiesovertime. The field of language teaching is subject to rapid changes, both as the professionrespondstoneweducationalparadigmsandtrendsandasinsti- tutions face new challenges as a result of changes in curriculum, national tests, and student needs. As a result, teachers need regular opportunities to update their professional knowledge and skills, that is, their opportuni- tiesforprofessionaldevelopment.Teachersneedtobeabletotakepartin activitiessuchas: (cid:1) engaginginself-reflectionandevaluation (cid:1) developing specialized knowledge and skills about many aspects of teaching (cid:1) expanding their knowledge base about research, theory, and issues in teaching (cid:1) taking on new roles and responsibilities, such as supervisor or mentor teacher,teacher-researcher,ormaterialswriter (cid:1) developingcollaborativerelationshipswithotherteachers Thisbookprovidesasurveyofcurrentapproachestoprofessionaldevel- opmentforlanguageteachers,particularlyforthosenewtoteachingorthose whoseekopportunitiesforin-serviceteachereducation.Awidevarietyof approachesarepresentedandwaysofimplementingthemillustrated,draw- ing on the authors’ experiences of developing and conducting in-service vii CUNY029-FM CUNY029-Richards 0521613833 February4,2005 3:53 CharCount=0 viii Serieseditor’spreface teacher programs in many parts of the world. Throughout the book, per- sonal accounts by the authors and by teachers who have experience using activitiessuchasjournalwriting,peerobservation,andteachingportfolios providecompellingexamplesofhowandwhensuchactivitiescanbeuseful andtheiradvantagesandlimitations. This book will therefore serve as a useful source book for teachers, teacher-educators,supervisors,teachingmentors,andotherswhoareinter- estedincarryingoutteacher-developmentactivitiesintheirownsettings. JackC.Richards CUNY029-FM CUNY029-Richards 0521613833 February4,2005 3:53 CharCount=0 Preface Thisbookexaminesavarietyofapproachestoprofessionaldevelopmentfor languageteachers.Inmostschoolsandinstitutionstoday,languageteachers areexpectedtokeepuptodatewithdevelopmentsinthefield,toregularly reviewandevaluatetheirteachingskills,andtotakeonnewteachingassign- mentsaccordingtothechangingneedsoftheinstitution.Someteachersmay alsobeexpectedtoserveasmentorstonewteachers,toplanworkshopsand otherprofessionalactivities,topresentpapersatseminarsorconferences, andtowriteforjournalsandteachingmagazines.Languageteachinginsti- tutionsarealsoexpectedtomaintainhighprofessionalstandards,toprovide opportunitiesfortheirteacherstopursueprofessionaldevelopment,andto provide conditions where teachers cooperate to achieve higher levels of learningamongtheirstudents. Thisbookisintendedasapracticalintroductionandguideforteachers, administrators, and coordinators who wish to implement a coherent and strategic approach to teacher development. Although the book seeks to provide ideas for practicing teachers, particularly those relatively new to languageteaching,wehopethatexperiencedteachers,teachertrainers,and supervisorswillfindmuchtointerestthemaswell.Inrecentyears,language teachers in many parts of the world have expressed a growing interest in theirownprofessionaldevelopment.Thisisseenintheworldwideinterest insuchactivitiesasvirtualnetworksforlanguageteachers,actionresearch, journal writing, and portfolios, and the use of these and other activities as a basis for critical reflection on teaching practices. Although a large number of articles and a smaller number of books have been published on these issues, there have been few practical introductions to the field of professionaldevelopmentinlanguageteachingasawholeandtherangeof activitiesandproceduresthatcanbeusedforthispurpose.Thisbookseeks tomeetthisneed. This book examines eleven different procedures that can be used to facilitate professional development in language teaching: workshops, self-monitoring, teacher support groups, journal writing, peer observa- tion, teaching portfolios, analysis of critical incidents, case analysis, peer ix
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