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Title
Teacher as a learning practitioner
Presenter
Tatyana Letyaikina
Abstract
Teachers feel safe and secure teaching in traditional ways, although they attend various training courses on innovative teaching techniques and have access to interactive modes of training, such as on-line forums, chat, video conferences. No commitments ensure these techniques are used in the classroom unless teachers put themselves in learners’ shoes.
There is an assumption that teacher development is based not on academic books, teacher trainers or e-learning; it is developed by the teachers themselves. Awareness of their progress and shift to different methodological approaches and techniques are ‘internal, gradual realization of the realities of learning / teaching context’ (Bolitho, 2003). What distinguishes the training course “Autonomous’ student development via interactive tasks and web technologies” is that teachers are introduced to language/communication tasks and ICT use via doing learning tasks and reflecting on their own learning experiences with further practicing in local settings.
The course feedback, expressed on the forum platform, reveals trainees’ admiration towards interactive tasks and ICT opportunities, like ‘first of all, I wanna say that I' vedone it!!! I'm here and I'm happy!!!’. But still responses reflect their own triumph over technical problems rather than methodological issues. Thus there should be noticed that to evoke positive responses to new concepts or techniques, get full understanding and bring changes into their own teaching teacher-trainees need guidance on the part of trainers. Linking theory and practice through learning, reflective inquiry and immediately putting it into practicing brings changes in instructional settings by helping teachers examine successes and failures in a constructive environment and ‘promote self-awareness and knowledge through personal experience’ (Imel, 1992).
The workshop will discuss learning and guiding instructions of teacher’s awareness development about task-based learning, ICT instruction, and its teaching/ learning effect but not controlling one, and finally teaching strategies for autonomous learner development via interactive tasks and web-platforms.
References:
Imel, S. (1992). Reflective practice in adult education. ERIC Digest, No. 122, Retrieved January 16, 2005. Available: http://www.ericdigests.org/1992-3/adult.htm
Bolitho R., R. Carter, R. Hughes, R. Ivanic, H. Masuhara, and B. Tomlinson (2003) Ten questions about language awareness. ELT Journal,57, 251-259
Bio Profile:
Tatyana Letyaikina: MSc in TESOL (University of Stirling, Scotland, UK), Teacher- trainer, set up professional training courses for EFL teachers on cognitive teaching and interactive tasks and technology use; developed materials for on-line Course in Practical English Teaching Methodology for Village Teachers
contact asian_efl_journal@yahoo.com
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