Your TDSIG PCE will be online. More details to come!
Typically, when our profession thinks of development opportunities, we often default to certification courses, post-graduate programs, and conferences. Without question, these can be valuable modes for a teacher to develop professionally. However, they can have barriers to access that are out of our control. Additionally, these formalised approaches may leave participant contexts largely out of the equation or be organised from a more top-down perspective.
Key questions will include:
- What teacher-driven approaches to TD are our community doing already that provide accessible alternatives to formalised training?
- How do we create or adapt TD initiatives through a local lens?
- What impacts do these alternative forms of TD on us that perhaps differ from more traditional approaches to TD?
REGISTER HERE: https://www.iatefl.org/conference/booking-information
Date & Location
Our event will move online. Full schedule details TBD.
IATEFL Conference Link: https://www.iatefl.org/conference/conference
How I stopped teaching: problematising language training in EMI
This talk is about accompanying wide-scale curricular change, towards English as a Medium of Instruction, from an English language teacher’s perspective. I will share my experience in developing EMI programs at my institution, specifically my journey towards placing ‘training’ before ‘trainee’ or ‘trainer’ under heavy curricular and time constraints. I will problematise the role of language teachers in EMI training, and analyse some of the identity shifts I’ve experienced in trying to achieve the goal of an EMI curriculum through in-house professional development.
Divya Madhavan has been an English teacher for 19 years and is currently Project Manager for EMI at CentraleSupélec, Université Paris-Saclay. She works with mainly with engineers, tinkering with language and science education to bring them closer together.
Systematic Informed Reflective Practice, or How to Avoid Judgementoring
In this talk I will share my several years’ experience of using Malderez’s (2015) Systematic Informed Reflective Practice (SIRP) mentoring model in an under-resourced university teacher education context in North Macedonia. Having previously personally experienced the benefits of SIRP, working closely with the author, I adapted what was initially designed as a peer mentoring model to be used in group reflection sessions with my student teachers. SIRP is an alternative to the ubiquitous ‘positive-negative-positive feedback sandwich’, criticised for promoting judgementoring (Hobson and Malderez, 2013). SIRP puts teachers centre stage, guiding them to arrive at their own informed judgements, rather than being ‘told’ others’. SIRP creates safe, non-evaluative reflective spaces in which teachers can work with artefacts from their classrooms, thus encouraging a long-term desire in teachers to systematically investigate their practices.
Elena Ončevska Ager works at Ss Cyril and Methodius University, North Macedonia. She teaches EAP and supports the development of EFL teachers, both pre-service and in-service, in face-to-face and online contexts. Apart from language teacher education and online learning, her research interests also include motivation and professional wellbeing.
My Process of Becoming a Better Teacher through Action Research
Action Research is a hot topic in EFL again, but how much action research is actually being done? We can call action research an underdog form of teacher development because it is mostly misunderstood. Too many teachers think action research is difficult and time consuming. Therefore, it is under practiced. In my talk I will present examples of action research projects in which I have participated, including a project that led to curriculum-wide change at a university in Japan. I will focus on the process of becoming a teacher researcher. I’ll share all the mistakes, as well as the successes.
Michael Stout is a lecturer at Hakuoh University, near Tokyo, Japan. He has been teaching since 1997. He has published and presented in Japan and internationally on a wide variety of topics including: Narrow Reading, Reading Circles, teaching with Web 2.0 applications, and action research.
Dialogic Approaches to Teacher Development
Adapted from Inspiring Dialogue: Talking to Learn in the English Classroom (Juzwick et al., 2013), this talk presents a model of dialogic teacher development that embraces the teacher as a reflective and autonomous practitioner. Focusing on the area of class talk where teachers often struggle to engage students in discussions conducive to their learning, the model starts with a questionnaire that encourages teachers to think about challenges in their class talks, offers a template for action research that is based on self and peer observations, then ends with another questionnaire that focuses on lessons learned and suggested solutions.
Nermine Abd Elkader is an instructor of Academic Listening and Speaking in the International Foundation Program in the University of Toronto. She has a Master’s degree in TESL and a Ph.D. in Education. Her research interest is merging theory and practice in employing Dialogic Pedagogy in EAP programs.