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WHAT KEEPS TEACHER S AND TRAINER S GOING?. Mercè Bernaus TrainEd Workshop 7-11 December 2004. TEACHER ’ S THOUGHTS.

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what keeps teacher s and trainer s going

WHAT KEEPS TEACHERS AND TRAINERS GOING?

Mercè Bernaus

TrainEd Workshop

7-11 December 2004

teacher s thoughts
TEACHER’S THOUGHTS

Maintaining my enjoyment and passion for teaching for over 20 years can be attributed to several reasons, two of which include the love and respect I have for my students and my personal need to remain intellectually alive. However, the principal reason why I continue to enter the classroom with energy and a sense of hope lies in how I view what I do. Teaching is not just my profession; it is my calling; it is my mission.

Nieto (2003: 128)

index
INDEX
  • Motivation and Attitudes Defined
  • Reasons for Action
  • What Motivated you to Become a Language Teacher Trainer?
motivation defined
MOTIVATIONDEFINED
  • Gardner (1985), defines motivation as the combination of effort plus desire to achieve the goal plus favourable attitudes towards learning the language.
  • Dörnyei (2001) explains motivation as:The cause of behaviour – why people act and think as they do.
attitude defined
ATTITUDE DEFINED
  • An evaluative reaction to some referent or attitude object, inferred on the basis of the individual’s beliefs or opinions about the referent (Gardner, 1985).
  • A complex mental state involving beliefs, feelings, values and dispositions to act in certain ways.
reasons for action extracted from the trained questionnaires
REASONS FOR ACTION (extracted from the TrainEd questionnaires)
  • Need for approval
  • Need to belong
  • Need for self-actualisation
  • Valuing interaction
  • Valuing challenge
  • Valuing students’ gains
  • Valuing independence
reasons for action
REASONS FOR ACTION

Need for approval

  • It helps greatly exchanging with colleagues and gaining peer support and/or approval.
  • Institutional recognition is also very important.
slide9

REASONS FOR ACTION

Need to belong

  • Being part of an international professional community: conferences, exchanges …
  • Team work (the feeling of belonging to a group of colleagues and friends I can trust and rely on both professionally and personally).
reasons for action1
REASONS FOR ACTION

REASONS FOR ACTION

Need for self-actualisation

  • La nécessité d’avancer continuellement du point de vue professionnel (pas de routine!).
  • To innovate regularly.
  • The problem is that when students call for reform from the classrooms, teachers are not eager to change.
reasons for action2
REASONS FOR ACTION

REASONS FOR ACTION

Valuing interaction

  • Always enjoyed working in a group, helping others, interacting.
  • Establishing and maintaining contacts with partners.
  • Le contact avec d’autres enseignants et avec les étudiants.
  • Meeting the younger generation and discussing openly.
reasons for action3
REASONS FOR ACTION

REASONS FOR ACTION

Valuing challenge

  • The possibility to move certain things, to be involved in a process of professional and personal development of myself and others.
  • The challenge and thrill in meeting so many people in so many different life situations.
reasons for action4
REASONS FOR ACTION

REASONS FOR ACTION

Valuing students’ gains

  • Working with people and having the opportunity to see positive changes in learning attitudes and self-esteem issues.
  • To make the student teacher willing to know more, to research and try out more in his personal style.
reasons for action5
REASONS FOR ACTION

REASONS FOR ACTION

Valuing independence

  • The freedom - I have the possibility to experiment various techniques and strategies in real context.
  • Freedom of research and teaching.
summing up questionnaire answers
Summing up: questionnaire answers
  • Teachers’ beliefs, values and feelings, expressed in the questionnaire, prove teachers’ favourable attitudes toward their profession.
  • Teachers state different reasons for action, which confirm teachers’ motivation for their job.
w hat motivated you to become a language teacher teacher trainer
WHAT MOTIVATED YOU TO BECOME A LANGUAGE TEACHER/TEACHER TRAINER?
  • Tell your partner about a personal experience (if possible with a former teacher) that motivated you to become a language teacher/teacher trainer.
  • Extract some ideas from those experiences that helped you both in your professional development.
references
REFERENCES
  • Dörnyei, Z. (2001) Teaching and Researching Motivation. Cambridge: C.U.P.
  • Gardner, R. C. (1985) Social Psychology and Second Language Learning. London: Edward Arnold Publishers.
  • Nieto, S. (2003) What Keeps Teachers Going? NY:Teachers College Press, Columbia University.
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