Teacher development over time
Subtitle: practical activities for language teachers
By: Tessa Woodward, Kathleen Graves, and Donald Freeman
Contributors: Graves, Kathleen, author; Freeman, Donald, author
Edition: First edition.
Series: Research and Resources in Language Teaching
Publisher: Taylor and Francis
Published: 2018
Place of publication: Abingdon, Oxon; New York, NY
Language: eng
Number of pages: 229
ISBN-13: 9781315463339
Copyright date: 2018
Subjects: English language; Study and teaching; Language teachers; Training of; Anglais (Langue); Étude et enseignement
Description: "Teacher Development Over Time: Practical Activities for Language Teachers addresses teacher learning over the span of the careers of both novice and experienced teachers in English Language Teaching (ELT). It is designed to a) help novice ELT teachers to see the ways in which their learning may open up careers and communities over a professional life span; and b) support experienced ELT teachers in understanding where they are in their careers and how they may respond creatively to the challenges in that particular career phase. Part 1 synthesises the views of major research on teaching as it is experienced over time by teachers and discusses the implications. Readers engage with these ideas via the activities in Part 2, which encourage them to reflect on their career paths and on possible themes for future work. Part 3 describes ways teachers can set the Part 2 activities within a busy professional life, and Part 4 helps teachers to engage in further explorations on their own or with others. By merging a strong line of research with very practical tools for understanding professional development, Teacher Development Over Time proves to be an indispensable resource for language teachers as well as teacher educators and mentors."--Provided by publisher.
Notes: Includes bibliographical references and index.
Table of contents: title: Cover; Title; Copyright; Dedication; Contents; Lists of Illustrations; Series Editor Preface; 1 From Research to Implications; A. Introduction; Choosing Research That Is â#x80;#x98;Fromâ#x80;#x94;Not Aboutâ#x80;#x94;Teachersâ#x80;#x99;; Three Researchers Who Have Studied the Trajectories of Teacher Development; Organisation of Part 1; B. The Research: Key Ideas About Teacher Development Over Time; 1. Dan Lortie, Schoolteacher: A Sociological Study (1975); 1.1 About the Study: â#x80;#x98;Where Teachers and Students Meetâ#x80;#x99;; 1.2 Key Ideas; 2. Michael Huberman, The Lives of Teachers (1989).; title: 2.1 About the Study: â#x80;#x9C;Several People ... Have Characterised This Research as an â#x80;#x98;Insaneâ#x80;#x99; Undertaking.â#x80;#x9D;2.2 Key Ideas; 3. Amy B.M. Tsui, Understanding Expertise in Teaching: Case Studies of ESL Teachers (2003); 3.1 About the Study: â#x80;#x9C;What Exactly Constitutes Expertise?â#x80;#x9D;; 3.2 Key Ideas; 4. The Learning4Teaching Project; 4.1 About the Studies; 4.2 Key Ideas; C. Implications of the Research: What We Can Learn About Teacher Development Over Time; 5. Implications of Lortieâ#x80;#x99;s Study.; title: 5.1 How Our Experiences as Students Can Help Us Understand the Ways We Teach (Apprenticeship of Observation)5.2 How the Work of Teaching Viewed From the Outside (One-Step Profession) Contrasts With How We Experience It (Egg-Crate Profession); 5.3 How Teaching Is a Balancing Act Between Instructional Goals and Relational Work (Satisficing); 6. Implications of Hubermanâ#x80;#x99;s Study; 6.1 The Amount of Self-Reflection and Professional Dialogue With Colleagues That Teachers Are Able to Do; 6.2 How the Themes Identified Could Be Used in Such Self-Reflection or Collegial Activity.; title: 6.3 Whether All Teachers Follow the Same Career Stages and Trajectories as the Ones Described in the Study6.4 What Factors Could Constitute Pedagogical Competence; 6.5 What Attitude Towards Ourselves and Our Professional Colleagues Is Most Helpful; 7. Implications of Tsuiâ#x80;#x99;s Study; 7.1 How We Understand Our Own Histories as Teachers; 7.2 How We Relate to and Use Teaching Knowledge; 7.3 How We Relate to Our Teaching Contexts; 7.4 How We Negotiate the Relationship Between Theory and Practice; 7.5 How We Sustain Our Professional Learning; 8. Implications of the Learning4Teaching Project.; title: 8.1 How We Make Sense of Professional Development Is a Personal Process8.2 Professional Learning Involves Making Sense of (and From) Learning Opportunities; D. Looking Ahead; 2. From Implications to Application; A. Introduction; Links Between the Research/Implications and the Activities; Organisation of the Activities in Part 2; B. Where Have I Come From as a Teacher?; Activity 1: How Did I Become an English Teacher?; Activity 2: My Career Graph; Activity 3: What Are My Own Professional Life Cycle Stages?; Activity 4: Material Changes; Activity 5: Methodological Changes.