Teacher Development Over Time: Practical Activities for Language Teachers (Research and Resources in Language Teaching)

Cover
Title
Copyright
Dedication
Contents
Lists of Illustrations
Series Editor Preface
1 From Research to Implications
	A. Introduction
		Choosing Research That Is ‘From—Not About—Teachers’
		Three Researchers Who Have Studied the Trajectories of Teacher Development
		Organisation of Part 1
	B. The Research: Key Ideas About Teacher Development Over Time
		1. Dan Lortie, Schoolteacher: A Sociological Study (1975)
			1.1 About the Study: ‘Where Teachers and Students Meet’
			1.2 Key Ideas
		2. Michael Huberman, The Lives of Teachers (1989)
			2.1 About the Study: “Several People . . . Have Characterised This Research as an ‘Insane’ Undertaking.”
			2.2 Key Ideas
		3. Amy B. M. Tsui, Understanding Expertise in Teaching: Case Studies of ESL Teachers (2003)
			3.1 About the Study: “What Exactly Constitutes Expertise?”
			3.2 Key Ideas
		4. The Learning4Teaching Project
			4.1 About the Studies
			4.2 Key Ideas
	C. Implications of the Research: What We Can Learn About Teacher Development Over Time
		5. Implications of Lortie’s Study
			5.1 How Our Experiences as Students Can Help Us Understand the Ways We Teach (Apprenticeship of Observation)
			5.2 How the Work of Teaching Viewed From the Outside (One-Step Profession) Contrasts With How We Experience It (Egg-Crate Profession)
			5.3 How Teaching Is a Balancing Act Between Instructional Goals and Relational Work (Satisficing)
		6. Implications of Huberman’s Study
			6.1 The Amount of Self-Reflection and Professional Dialogue With Colleagues That Teachers Are Able to Do
			6.2 How the Themes Identified Could Be Used in Such Self-Reflection or Collegial Activity
			6.3 Whether All Teachers Follow the Same Career Stages and Trajectories as the Ones Described in the Study
			6.4 What Factors Could Constitute Pedagogical Competence
			6.5 What Attitude Towards Ourselves and Our Professional Colleagues Is Most Helpful
		7. Implications of Tsui’s Study
			7.1 How We Understand Our Own Histories as Teachers
			7.2 How We Relate to and Use Teaching Knowledge
			7.3 How We Relate to Our Teaching Contexts
			7.4 How We Negotiate the Relationship Between Theory and Practice
			7.5 How We Sustain Our Professional Learning
		8. Implications of the Learning4Teaching Project
			8.1 How We Make Sense of Professional Development Is a Personal Process
			8.2 Professional Learning Involves Making Sense of (and From) Learning Opportunities
	D. Looking Ahead
2. From Implications to Application
	A. Introduction
		Links Between the Research/Implications and the Activities
		Organisation of the Activities in Part 2
	B. Where Have I Come From as a Teacher?
		Activity 1: How Did I Become an English Teacher?
		Activity 2: My Career Graph
		Activity 3: What Are My Own Professional Life Cycle Stages?
		Activity 4: Material Changes
		Activity 5: Methodological Changes
		Activity 6: Ghosts Behind the Blackboard
		Activity 7: Talking Shop
		Activity 8: Yearly Retrospective
		Activity 9: Critical Incidents
		Activity 10: Language-Learning Autobiography
		Activity 11: Transformative Times
		Activity 12: Professional Development Survey
	C. Where Am I Now?
		Activity 13: How Do I Grow a Teaching Skill?
		Activity 14: Checking Bad Habits!
		Activity 15: Doing What Makes Sense
		Activity 16: Exploring Dichotomies in Teaching Knowledge
		Activity 17: Teaching Knowledge as ‘Either/Or’ vs ‘Both/And’
		Activity 18: Facing a Difficult Stage in My Professional Life Cycle
		Activity 19: How Can I Respond Creatively to a Difficult Stage of My Professional Life Cycle?
		Activity 20: How Can I Check My Pedagogical Competence?
		Activity 21: Letter to a Mentor
		Activity 22: There Is Nothing So Practical as a Good Theory
		Activity 23: Teaching Log
		Activity 24: A Course Book Page We Love/Hate
		Activity 25: They Keep Getting Younger!
		Activity 26: How Do I See My Students?
		Activity 27: Dialogue Journals
		Activity 28: Building Case Studies
		Activity 29: Freirean Problem Posing
		Activity 30: Teaching Bump
		Activity 31: From Tactics to Beliefs: The Four-Column Analysis
		Activity 32: Constraints and Resources of My Teaching Context
		Activity 33: Describing My Work
		Activity 34: Half-Scripted Interviews
		Activity 35: Writing an Op-Ed
		Activity 36: Two Maps of Professional Learning
	D. Where Am I Headed?
		Activity 37: Where Do I Want to Go Next?
		Activity 38: A ‘Good’ Teacher Is . . .
		Activity 39: How Do I Grow a Teacher Learning Technique?
		Activity 40: What’s in My Teaching Suitcase?
		Activity 41: Who Is My ‘Go To Person’?
		Activity 42: Who I Could Become
		Activity 43: Talking to My (Other) Self
		Activity 44: Mapping the Future
		Activity 45: From Known to New
		Activity 46: An Eddy in the River
		Activity 47: Graphic Organiser for Teacher Training and Development
		Activity 48: I Plan, You Teach. You Plan, I Teach.
		Activity 49: Finding Balance Then Staying Interested
		Activity 50: Breaking Rules
		Activity 51: Moving On: Collecting or Throwing Away?
		Activity 52: Moving On, Heading Out
3 From Application to Implementation
	A. If You Are a Teacher Who Prefers Working on Your Own
	B. If You Are a Teacher Who Prefers to Work Face to Face With a Couple of Colleagues
	C. If You Are a Teacher Interested in a CPD Programme in an Institution
	D. If You Are a Teacher Interested in Collaborating Across Local Institutions
	E. If You Are a Teacher Trainer About to Run a Short Professional Development Course
	F. If You Are Interested in Virtual Learning, in Personal Learning Networks (PLNs)
4 From Implementation to Research
	A. Two Perspectives on Studying Teacher Development Over Time
		1. A Research Perspective to Studying Teacher Development ‘Over Time’
		2. An Inquiry Perspective—Studying Your Own Development as a Teacher ‘Over Time’
	B. Inquiring Collectively
	C. Inquiring With Fellow Teachers
	D. Inquiring on Your Own
	E. Starting the Process
Appendix
References
Index