Humanising Language Teaching
Year 1; Issue 1; February 1999
WHAT IS TEACHER DEVELOPMENT?
Paul Davis, Pilgrims and Durham University
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To help clarify these questions, try the following. Take a blank sheet of paper and turn the sheet lengthways. Down the extreme left hand side, write "Characteristics of TD", and down the extreme right, write "Characteristics of TT". You now have a blank continuum. Consider the terms below, and place them on your continuum depending on how you feel they fit into teacher development or teacher training. If you feel, for example, that peer groups are characteristic or even essential to teacher development and that experts are part of teacher training, you would start off thus: |
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Characteristic Of TD Peer groups |
Characteristic Of TT Experts |
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The terms below represent the issues we have had to consider over the years our group has been meeting. Some we have resolved; others have proved more intractable. However, by categorising them, we have clarified our own ideas on what we hope to get from development and what the difference between the two is. Since English language teaching ranges so broadly, personal circumstances can make crucial differences. Interpret them in your own way as a way of clarifying what you think. Your Interpretation of the terms will be somewhat different to ours. Later on, we will look at them in more detail, but for now your present situation, experience and feelings are important. |
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