session 1 fib

Core Dimensions of Good Language Teaching Practice

• Language proficiency involves: • Providing good language models • Maintaining use of the target language in the classroom • Providing examples of words and grammatical structures • Giving correct feedback on learner language • Providing input at an appropriate level of difficulty • Providing language-enrichment experiences for learners

• Content knowledge involves: • Understanding learners' needs • Diagnosing learners' learning problems • Planning suitable instructional goals for lessons • Selecting and designing learning tasks • Evaluating students' learning • Designing and adapting tests • Evaluating and choosing materials • Making appropriate use of technology • Reflecting on one's lessons

• Teaching skills involve: • Introducing and explaining tasks • Setting up learning arrangements • Checking students' understanding • Guiding student practice • Monitoring students' language use

• Contextual knowledge involves: • Understanding the values, norms of practice, and patterns of social participation of a particular school • Understanding the dynamics and relationships within the classroom

Teacher's Identity and Learner-Focused Teaching

• Language teacher's identity involves: • Being aware of one's role as a teacher of English • Enacting different social and cultural roles as a teacher of English

• Learner-focused teaching involves: • Being familiar with typical student behavior • Adapting one's lessons to the learners' needs and preferences • Maintaining active student involvement • Connecting with the learners' life experiences

Pedagogical Reasoning Skills and Theorising from Practice

• Pedagogical reasoning skills involve: • Analysing potential lesson content • Identifying ways in which it could be used as teaching resources • Identifying linguistic goals that could be developed from the chosen content • Anticipating problems that might occur and ways of resolving them • Making appropriate decisions about time, sequencing, and grouping

• Theorising from practice involves: • Experiential knowledge • Reflecting teaching experiences to explain, hypothesise about, or generalise aspects of foreign language teaching • Evaluating one's teaching • Developing principles and a personal teaching philosophy

Membership of a Community of Practice and Professionalism

• Membership of a community of practice involves: • Collaborating with fellow teachers, university colleagues, or other school staff • Exploring and resolving issues related to workplace practices • Achieving shared goals

• Professionalism involves: • Becoming familiar with the standards of the profession • Developing professional competence • Attaining high standards • Continuously and systematically reflecting one's teaching practices

Models of Teacher Education

• Craft model: • Training on the job (observing and imitating a role model) • Demonstration → practice → professional competence

• Applied science model: • Applying academic knowledge in teaching practice • Knowledge transmitted by experts → application in practice → professional competence

• Reflective model: • Reflecting on one's own work helps to develop one's teaching style • Students' experiences have an impact on their own teaching style

Reflective Practice Model of Professional Development

• Wallace's (1991) model involves: • Trainee's existing conceptual schemata or mental constructs • Received experiental knowledge • Reflection • Professional competence