Gee macrory institute of education manchester metropolitan university 20 april 2010
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Gee Macrory Institute of Education Manchester Metropolitan University 20 April 2010. Teacher education: making connections between complementary and mainstream schools . COLT teacher training 2007- 10. Gee Macrory : [email protected] Pura Ariza: [email protected] Outline .

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Gee macrory institute of education manchester metropolitan university 20 april 2010

Gee Macrory

Institute of Education

Manchester Metropolitan University

20 April 2010

Teacher education: making connections between complementary and mainstream schools


Colt teacher training 2007 10

COLT teacher training 2007- 10

Gee Macrory : [email protected]

Pura Ariza: [email protected]


Outline

Outline

  • Role of teacher education

  • Training the trainers:

  • Course structure and content for teachers

  • Complementary school teachers

  • Initial teacher education

  • Training the trainers

  • Findings

  • Conclusions

  • Issues to consider


Role of teacher education

Role of teacher education

  • Teacher education: opportunity or barrier?

  • Place of ‘community’ languages and ‘MFL’

  • Who educates the teachers?

  • From classroom to higher education (Wright, 2008)

  • Appropriate knowledge base (Fedick, 2005)

  • Training the trainers


Training the trainers

Training the trainers

  • Appointment of trainers for Mandarin, Urdu and Arabic

  • Identification of teacher audience (course participants)

  • Teachers from complementary schools (yrs 1,2,3)

  • Trainees in initial teacher education (yrs 2,3)

  • Basic course structure and workshop content for teachers


Course structure for teachers

Course structure for teachers

Needs of participants (see Minty et al, 2008)

Teachers in complementary schools

Trainees in initial teacher education


Teachers in complementary schools

Teachers in complementary schools

  • Course structure: 4 parts:

  • Workshop 1 at university

  • Visit to a mainstream school

  • Workshop 2 at university

  • Visit by trainer to teaching context (observation and feedback opportunity)


Visiting mainstream settings

Visiting mainstream settings

  • Advantages?

  • Pitfalls?


Initial teacher trainees

Initial teacher trainees

  • 4 part course structure: :

  • Workshop 1 at university

  • Visit to a complementary school

  • Workshop 2 at university

  • Visit by trainer to teaching context (observation and feedback opportunity)


Certification and accreditation

Certification and accreditation

Certificate of attendance for 4 part course

Accreditation at 20 CAT points against award

Eg

MA Language Education

PG Cert /Dip Teaching Bilingual Learners

Foundation Degree in Supporting Teaching and Learning


Course content

Course content

  • What do teachers in complementary schools need?

  • What are the priorities at the outset?


How did we train the trainers

How did we train the trainers?

Two full day workshops (June 2008) prior to 4 part course

Review and development meeting (Jan 09)

Additional day’s training (April 09)prior to follow up day in June 09

Two further training day for trainers (Oct 09 + April 2010)

Content and process


University workshop 1

University workshop 1

  • Characteristics of a good teacher trainer

  • Subject knowledge/language analysis: characteristics; learner perspectives

  • Role of target language


University workshop 2

University workshop 2

  • Effective teaching strategies for languages (skills, grammar)

  • Planning a school visit

  • Planning and assessment

  • Supporting teachers’ classroom skills: observation, feedback and target-setting.


University workshop 3 reviewing progress and identifying needs

University workshop 3: reviewing progress and identifying needs

Planning

Assessment

Professional progress

Future needs


University workshop 4 ite

University workshop 4: ITE

  • What do you anticipate the differences to be compared to experienced teachers/teachers from supplementary sector?

  • How will language trained teachers differ from other subject areas?

  • How will primary and secondary trainees differ?


Summary of content

Summary of content

A parallel process

Needs analysis

The good teacher trainer

Anticipating participant needs

Subject knowledge for teaching

Methodological issues

Assessment

Planning a training session

Preparing teachers to observe

Observing and giving feedback

Accreditation


Process principles and pragmatism

Process: principles and pragmatism

Some guiding principles (see Wright & Bolitho, 2007)

Modelling a teacher education pedagogy

Making choices about content

A training plan as an outcome


What was the impact on teachers and trainers

What was the impact on teachers and trainers?

Teachers (complementary; ITE trainees)

Trainers


Attendees

Attendees

Complementary school:44 teachers on the autumn 2008 course and 28 on the spring 2009 course;41 currently on autumn 09 course

ITE :15

38 people attended the top-up workshop.


Findings teachers from complementary schools

Findings: teachers from complementary schools

Year 1


Findings teachers from complementary schools1

Findings: teachers from complementary schools

Year 2


Follow up day

Follow up day


What was useful

What was useful?

Learning teaching methods from others and sharing experience

Active discussions and plenty of useful and practical information

Opportunity to observe teaching in local schools

Very clear and enthusiastic delivery

Classroom management skills gained

Feedback on observations

Guidance of where to obtain help and resources

Information about asset languages and the language ladder as a way to encourage pupils

Teaching through action to engage pupils

Ideas for integrating games and activities into the classroom

Techniques for teaching grammar


Ite trainees

ITE trainees

  • 83% of the trainees reported to be very satisfied with the overall workshop, the material, delivery, relevance and opportunities for discussion with colleagues.

  • Techniques found most useful:

  • Learning where to find resources and how to use them

  • Practical tips to keep students engaged

  • How to include culture points into lesson plan

  • Techniques to encourage use of target language in the classroom and in other subjects such as maths

  • 67% of the trainees declared that the school visit has been extremely useful as it enabled them to see how languages are taught outside the mainstream school


Feedback from trainers

Feedback from trainers

Improved professional practice

Useful and appropriate content

Discussion valued

Opportunity to develop training skills and “to train colleagues as colleagues rather than students”

“Made me more reflective and focused as a trainer”

This “ has given me an effective model of training”


Conclusions

Conclusions

Enriching opportunity for all

First training opportunity for many

Opportunities to observe in other contexts valued

Clear desire to make further progress

High interest in gaining QTS


Some issues to consider

Some issues to consider

Course structure and content

Meeting QTS needs of teachers from complementary schools

Developing the profile of community languages in teacher education, initial and CPD

Longer-term impact of training

Differential training needs for different community languages

Training trainers: modelling practice or co-operative development?

Synergy and sustainability


References

References

Minty, S., Maylor, U., Tözün, I., Kuyok, K. and Ross, A. (2008) Our Languages: Teachers in supplementary schools and their aspirations to teach community languages. Institute for Policy Studies in Education, London Metropolitan University.

Naldic (2009) Developing a bilingual pedagogy for UK schools. Naldic Working Paper No.9

Partnerships in Language and Culture: A toolkit for complementary and mainstream schools working in collaboration. www.ourlanguages.org.uk

Tedick, D.J. (2005) Second language teacher education: international perspectives. Mahwah, N.J : Lawrence Erlbaum Associates.

Wright, T. and Bolitho, R. (2008) Trainer Development.www.lulu.com

Wright, T. (2008) “Trainer development”: Professional Development for Language Teacher Education. In: Burns, A. and J. Richards (eds) The Cambridge Guide to Language Teacher Education. Cambridge: Cambridge University Press.


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