Refers to activities
directly focused on
a teacher's present
responsabilities
Goals from a
deveploment
perspective
adapting the
texbook to
match the
class
Techniques for
giving learners
feedback on
performance
Learning how to
use effective
strategies to open
a lesson
New strategies
in the classroom
Teacher deveploment
Longer-term goals
Seeks to facilitate growth of
the teachers´understanding
of teaching and of
themselves as teacher
Involves examining different
dimensions of a teacher´s
practice as a basis for
reflective
Goals from a
deveploment
perspective
understanding how
our roles change
according to the
kind of learners we
are teaching
Understanding
the kinds of
desicion making
that occur during
lessons
Developing an
unsderstanding of
different styles of
teaching
Professional development
for language teachers
What cognitive
processes do we
employ while
teaching and while
learning to teach?
What is the
nature of teacher
knowledge and
how is it
acquired?
How do
experienced and
novice teachers
differ?
Conceptualizations
of a teacher learning
Teacher learning as
skill learning
This view sees
teacher learning as
de deveploment of a
range of different
skills or
competencies,
mastery of which
underlies succesful
teaching
Teacher learning as
a cognitive process
In teacher education
it encourages
teachers to explore
their own beliefs
and thinking
processes and to
examine how these
influence their
classroom practice.
Teacher learning
as personal
construction
This educational
philophy is based
on the belief that
knowledge is
actively
constructed by
learners and not
passively received
Teacher learning as
reflective practice
Reflection is
viewed as the
procces of critical
examination of
experiences, a
procces that can
lead toa better
understanding of
one´s teaching
practices and
routines
Novices and experts
Some of the differences between
noviced and experienced
language teachers seem to lie in
the different ways in which they
relate to their contexts of work
Advantages experienced
teacher to the novice
A richer and more
elaborate knowledge base
Better understanding and
use of language learning
strategies
greater fluidty
and automaticity
in teaching
Personal and institutional perspective
Personal perspective
Areas of professional deveploment
Subject matter knowledge
Pedagogical experience
understading of learners
understanding of curriculum and materials
Institutional prespective
Goals
Career deveploment
Enhanced levels of students learning
Collaborative Learning
Most succesful
organizations depend on
people working effectively
together in teams
Self-directed learning
Inquiry asking
questions about
one´s own
teaching practices
Self-appraisal Assesing
one´s teaching and
deveploment on the basis
of evidence from oneself
Experience, Personal
experience becomes the
basis and stimulus for
learning
Implementing professional deveploment
identify a strategy to
explore the topic you
are interested
Decide what kind of
support you will need
select a colleague
or colleagues to
work
Implementing a professional
development: the
institutional perspective
Determining the needs of both
the institution and its teacher