Powerpoint - tesol

Report
Mehrez Aounallah
ELT Inspector
Ben Arous
Tunisia TESOL 2013
 Preparatory
 Primary
cycle joining recently, but…
 Vocational
 No
& secondary cycles
training?
CPD for the tertiary cycle!!!
 Trainer-centered
 Teachers
follow the expert’s instructions
 Teaching the textbook
 Mainly based in training centers (CREFOCs)
 Not usually based on analysis of teachers’
needs/ school needs.
 Little or no concern about the context
 Basic
training for novice teachers
 Training day (journée pédagogique)
 Demonstration lessons
 Workshops
 Seminars (international experts)
 Magazines (Forum, Crossroads)
 Changing
practices/ Hands-on (workshops/
micro-teaching)
 More teacher-centered
 Innovation & initiative
 By teachers
 Civil society / Teacher associations
 Internet (FB groups, blogs, journals,
websites, etc.)
 Reflective
 Peer
observation?
 Teacher
 Peer
practice (done more systematically)
portfolio?
teaching?
 Action
researches
A specific example:
Project Work: a strategy to
develop the spirit of inquiry
within schools
 Plagiarism
 Little
or no follow-up by teachers
 Lack of training on the topic
 Little or no learning: (evidenced by a field
research conducted in different areas in
Tunisia)
 Theoretical
background
 Groups
of teachers (same school) decide on a
topic: relevant to them and their students.
 Each
group plan to implement their
research/ inquiry according to a negotiated
schedule
 Field
work: task division, data collection
tools, collecting data, etc.
 Workshops:
data analysis, drawing
conclusions [work supervised/ checked by
« inspector »]
 Exchange/
questionnaires, interviews, etc.
 Setting
up an evaluation panel: evaluation
grid
 Group presentations
 All teachers’ efforts valued
 Friendly gathering
 Evaluation of all the stages
«
When is our next project? »
 Strengths:
 Motivation
 We
is contagious
have potential!
 More
 Easy
computer-literate teachers
access to information and
knowledge
 Team
work/ collaboration valued
 Collaborative
 Experience
work: Such a challenge!
what the students
experience
 Better
handling of PW with their
students
 Weaknesses:
future focus areas
 Data
collection tools: interviews and
questionnaires:
 Data
 Lack
analysis : Academics, please help!
of presentation skills: It’s NOT like
teaching!
Opportunities:
 Teachers
as researchers
 Publishing
 There’s
FB!

researches?
much more to internet than
Teacher autonomy?
 Threats:
 Deficient
teachers’ background
knowledge
 Risk
of resistance
 Inspectors
past

…
may become a thing of the
 Evolving
 Hands-on
 Relevant
to teachers’ needs
 Field work/ in schools
 Done by teachers
 Fosters reflective practice &teacher
autonomy
A
solid knowledge basis
 Basic formal training, yet hands-on
 Openness to new trends
 Creativeness
 Adaptability
 Professionalism
 Teacher community
 The love of the profession
Teachers cannot be developed
(passively). They develop (actively). It
is vital, therefore, that they are
centrally involved in decisions
concerning the direction and
processes of their own learning (Day
1999: 2)
 Professional
Development: Rewards and
Challenges, Hammamet, 14-16 February
2013: Professor Simon Borg, University of
Leeds/ [email protected]
 L’apport
de la pédagogie de projet dans
l’apprentissage de l’anglais au cycle
secondaire (Fatma Guerfel, Mehrez Aounallah
and Naima Charfi, CENAFFE 2010)
Thank you!

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