PROFESSIONAL TEACHERS DEVELOPMENT. Desarrollo profesional docente

1. PROFESSIONAL TEACHERS DEVELOPMENT.Desarrolloprofesionaldocente COOPERATIVE DEVELOPMENT SECOND CLASS

2. What is teachers development? • Video: Why professional development…? • http://www.youtube.com/watch?v=TH6BpP21Cuc • REASONS FOR PURSUING PD. 1. To acquire new knowledge and skills 2. Change (we need to be ready to cope with new changes – governmental regulations or policies) 3. Increase in income or prestige 4. Empowerment (working out our won way forward, based on our own understanding – Edge, 1992--)

3. READING • What is teacher Development? Whole class discussion (15 mins)

4. PD • What can teachers do to aid their professional development? Complete the web by filling in the spaces with strategies you could use for your professional development. Work in pairs

5. Relating PD AND AR • http://sapp.uv.mx/univirtual/cursos/LEI/Finding%20Out%20about%20the%20Language%20Classroom/docs/unit12.pdf

6. Teacher´s burnout

7. Have you ever felt burnout? • Talk to your partner and discuss what do you think is to be burnout? • When could this happen? • Now, discussthe article about burn out. “Talking about frustration” (pages 8-10) • Were your ideas right? • The Maslach Burnout Inventory uses a three dimensional description of exhaustion, cynicism, and inefficacy.

8. Important concepts and ideas about burnout. • Concept from the early 70´s • Final flickering flame, of a charred empty shell, of dying embers and cold, gray ashes • Emotional exhaustion, depersonalization, and reduce personal accomplishment that can occur among individuals who do “people work” • A function of the many stress felt by individuals in both their social life and their work experience. • Powerlessness • Lack of enthusiasm to prepare lessons/lack of interest in the subject • Loss of energy, loss of memory

9. BurnoutVIDEOS • http://www.youtube.com/watch?v=e9YUWdFmKEY • Avoiding Teacher burnout1 • Avoid Teacher burnout2 • Some interviews • SECOND ASSIGNMENT:1) PREPARE AT LEAST FIVE QUESTIONS RELATED TO BURNOUT, THEN INTERVIEW A TEACHER, ASK HIM/HER YOUR QUESTIONS (RECORD THEM OR DO IT ON LINE) • HAND IN THE QUESTIONS AND ANSWERS (INTERVIEW) AND WRITE A REFLECTION OF THE TEACHER´S ANSWERS (MINIMUM 3 LINES, 8 LINES MAXIMUM)

10. DairyImportantpointsfromthereading • Keeping a teaching dairy can be the first step to reflect about your daily practice. • Can be a form of data collection and data analysis • In it, we can identify our effective and ineffective techniques; we can see the patterns we follow in our teaching. • “Through these you will find your own questions and follow through in your own ways. It is quite euphoric, really, to see yourself revealed on paper” (Paley, 1997)

11. Journals for professional development • Journal writing is viewed “as an opportunity for teachers to use the process of writing to describe and explore their own teaching practices” (Ho and Richards, 1993). • Definition: • A dairy study in second language learning, acquisition, or teaching is an account of second language experience as recorded in a first person journal…The diarist studies his own teaching or learning. Thus he can report on affective factors, language learning strategies, and his own perceptions – facets of the language learning experience which are normally hidden or largely inaccessible to an external observer.

12. Types • Introspective analysis/direct analysis • Non-introspective analysis/indirect analysis/secondary analysis • Teachers‘ Autobiographies In the reading (page 54), read about the timeline to see how your experiences as language learner have influenced you or will influence you as a language teacher. Please, draw your timeline as the basis. Follow the points and question on that page. Then in groups of three discuss the last question: What has your own history as a language learner led you to believe about language teaching. Then, do activity 4.3

13. Your diary • Now, read your dairy. Select (highlight) the recurrent problems you notice in your daily teaching • What is/are the main problem(s)? • Discuss them with your group of three, ask them if they know bibliography, or certain strategies you can follow to improve your teaching. • Do you know how to obtain bibliography related to the topic you found out is affecting your activity? • Jastor, google scholar, google books, EBSCO

14. THE CARTON EGG EFFECT

15. The carton egg effect • Dan Lortie has called teaching “the egg carton profession” (1975), because once we close the doors to our clssrooms, we are relatively isolated from our peers. • We are the only one who knows what happens in the classroom • We need to take decisions while the class is in progress. • Our students see us as a model • We can motivate students or demotivate them.

16. How to avoid the effect? • Taking part in professional development opportunities can help us overcome this sense of isolation. • Participate in conferences, workshops, teacher research teams, etc. • You can be in touch with positive people (this can help you if your colleagues at work are not so enthusiastic about the profession) • Build a network • Reading material for the profession “Being able to talk confidently with administrators, parents, students and other teachers about what we do and why we do it is an extraordinarily important part of being competent teachers and gaining respect as professionals” (10)

17. Is language teaching a Profession? • Discuss with a partner: Do people take seriously your profession? Why? Why is language teaching a profession? List some ideas • Are you a professional? Why do you consider yourself as that? • Read pages from 12-17 • Definition of Profession “is a type of job that requires advanced education and training” Professionalism: “ the qualities of competence and integrity demonstrated by the best people in the field”

18. Criteria • The existence of advanced education and training • The establishment of standards of practice and certification • An agreed upon theoretical and empirical base • The work of people within the field who act as advocates for the profession. • According to David Nunan: “some people in our profession do teach languages with no formal preparation … in fact, at some language schools in different parts of the world, the only employment criterion is fluency in the target language” (13)

19. Types of knowledge • Declarative knowledge: All the things we know and can articulate about language. • Procedural knowledge: Skills that are unique to language teaching: How do we manage to teach a class. eg. How to manage group work, how to improve motivation, how to deal with discipline).

20. Self AwarenessSelf Observation • Larsen-Freeman: “ I cannot make an informed choice unless I am aware that one exists. Awareness requires that I give attention to some aspects of my behavior or the situation I find myself in. Once I give that aspect my attention, I must also view it with detachment, with objectivity, for only then will I become aware of alternative ways of behaving, or alternative ways of viewing the situation, and only then will I have a choice to make. (1989,36)

22. Self-Awareness THE JOHARI WINDOW