PROFESSIONALISM REFLECTION
AND DEVELOPMENT
TESOL 1st National ColloquiumAmideast, Tunisia
Farida Ben Abdallah (JLIDI)ELT Inspector
Gabes12-10-2013
1
The Plan
I- The teacher«Pleaser»;The «Professional » teacherII- « TEACHING » : more than a job !III- The Professional Teacher IV- The Reflective Practitioner/TeacherV- Development and Training VI-Reflection and Development : My CPD CycleVII- Recapitulation VIII- Let’s practice
2
1- The “Good ” Teacher collected from students and parents
runs the class efficiently (discipline), stimulates
students, monitors / controls their work has influence on students’ intellectual / personal
development has a good relationship with students can achieve educational objectives (stated by ministry)
able to adapt to educational situations using appropriate solutions
makes the class lively (communication in class)3
I- The Teacher « Pleaser » The « Professional » Teacher
masters the subject of his speciality accepts the idea of / is open to lifelong learning improves her own knowledge looks at what she does in a reflective way is creative and open to criticism is innovative is able to use modern teaching aids accepts and practises team work knows the job ethics prepares lessons well / avoids improvisation* 4
I- The Teacher « Pleaser » The « Professional » Teacher
2- The Professional Teacher
“ Teaching” is a profession because
It meets the standards mentioned in slide 5
It sets a high demand on the people who engage in the field.
It provides opportunities for teachers to develop in different aspects.
6
Thus,
III- The Professional Teacher
• strives for improvement in her practice• continues to improve and learn more about
effective teaching• adheres in the reflective culture• challenges and questions herself• allocates time and space to think carefully
about what she is doing7
mainly a reflective practitioner
“Maximum benefits from reflection occur when the process happens in community, in interaction with others; when participants value the personal and intellectual growth of themselves and others; and when participants have time to engage in slow, non-assumptive thinking.” (Rodgers, 2002).
9
collaboration; teamwork
-self-evaluation; self-awareness
This leads to gradual improvement
IV- The Reflective Teacher
-evaluating others’ practice and commenting on it; thinking critically
2- How?
Space and time
IV- The Reflective Teacher
- A teacher must not begin to reflect on her practice when she has a problem.
- She must be a reflective practitioner permanently.
developing his autonomy and
responsibility leads to professionalism
3- When ?
1- CPD
CPD / a process: tracking skills, knowledge,
experience gained formally and informally and recording and reflecting on learning and development
11
V- Development and Training
2- What for ?
CPD : necessity helps the teacher
* manage her own development on an ongoing basis
* raise standards of teaching and learning 12
3- Comparison
13
TRAINING
Formal; linear
Learning how to do sth specific
Related to skill and competence
DEVELOPMENT
Often informal
Giving tools to do a range of things
Related to capability and competency
involves progression from basic know-how to more advanced and mature understanding
For a teacher to reach professionalism, she must receive training and must engage in CPD
15
E-learner
Problem-solver
Non-stop self-evaluator
Aspiring Researcher
Reflective practitioner
Motivated
Valuing expertise
Responsible
Persevering
Cooperative
Long-term planner
Updated
Networked Setting goals
Engaged in formal
informal learning
VII-Recapitulation1-Profile Of The Teacher Engaged In CPD
2- Slides 3,4 ?
16
Your reputation as a professional
not only important to you
essential to all who surround you
a key aspect of ensuring your continued excellent
reputation as a professional practitioner
Knowledge
Expertise
Skills
Updating =
VII- Recapitulation
References
• Teach English, a Training Course for Teachers; Adrian Doff 2004
• “Finding Balance, then Staying Interested: The Importance of CPD”, Tessa Woodward, 2012
18