METHODOLOGY COURSES IN CHILEAN EFL TEACHER TRAINING PROGRAMS · METHODOLOGY COURSES IN CHILEAN EFL TEACHER TRAINING PROGRAMS Annjeanette Martin Ana María Reyes Ezia Valenzuela !

METHODOLOGY COURSES

IN CHILEAN EFL TEACHER

TRAINING PROGRAMS Annjeanette Martin Ana María Reyes Ezia Valenzuela

!

Inspiration: 2nd Seminar, Dec. 2012 • Presentation classifying the study plans of 27 universities according to type of preparation:

• General (philosophy, psychology, history, electives)

• Disciplinary (language, linguistics, and literature/culture)

• Methodological: (methodology, didactics, teaching practice)

• Range: 4-56% / Average: 33%

© Annjeanette Martin

FL teacher education

• With the growth of EFL/ESL instruction worldwide, there has been increasing interest in how EFL teachers are prepared to teach.

• Evolution in the conceptualization of EFL teaching, “of who teaches English, of who learns English and why, of the sociopolitical and socioeconomic contexts in which English is taught” (Johnson, 2006, p. 235).

• Of interest in EFL teacher preparation programs: •  What pedagogical knowledge do pre-service teachers need? •  What practical experiences do they need to have during preparation? •  What skills, attitudes, dispositions should novice teachers possess?


Teacher cognition • Defined as the “unobservable cognitive dimension of

teaching—what teachers know, believe, and think” (Borg, 2003, p. 81).

•  It is the system through which teachers make decisions about their own practice and student learning.

•  “This research has helped capture the complexities of who teachers are, what they know and believe, how they learn to teach, and how they carry out their work in diverse contexts throughout their careers” (Johnson, 2006, p. 236).


Research into teacher cognition addresses:

Where these beliefs

originate Impact on Future

Teaching Practice


Where do these beliefs originate?

Teacher Belief

System

Apprenticeship of Observation

Initial Teacher Development

Program

Induction into the Teaching Profession


The power of early experiences • Pre-service and novice in-service teachers’ early-formed beliefs are quite resistant to change (Kagan, 1992; Numrich, 1996; Stuart & Thurlow, 2000, Crandall, 2000; Watzke,

2007).

• These early-formed beliefs “may be a more influential factor on thinking and practice of preservice teachers than FL education courses or programs” (Watzke, 2007, p. 65).


The importance of FL teacher preparation programs

Confront mis-conceptualizations and

make the decision-making process transparent. Transform future practice


FL Teacher Preparation Programs

Linguistic and cultural competence

Pedagogical knowledge

Linking Theory to Practice


Reflective thinking and decision-making

Classroom Practice

Pedagogical knowledge

Linguistic and Cultural

Proficiency


FL Teacher Preparation Programs •  There is a growing suspicion that current FL programs do

not adequately train pre-service teachers for classroom realities (Crandall, 2000).

• Novice teachers, often overwhelmed by the unexpected challenges, are especially critical of their training programs (Cooper, 2004).

•  Is the full range of knowledge and skills that teachers need adequately addressed? (Kagan, 1992, Tedick & Walker, 1995; Cooper, 2004)


How are teachers trained?

• Vélez-Rendón (2002) suggests that “very little

attention has been paid to how second language

teachers learn to teach, how they develop

teaching skills, how they link theory and practice,

and how their previous experiences inform their

belief systems” (p. 457).


Methodology courses •  The methodology course is “a key delivery point where

beginning teachers encounter a systematic body of

knowledge about teaching and learning” (Dhonau, McAlpine, &

Shrum, 2010, p. 74).

•  There are few studies that look at what is taught in

methodology courses, and how, often in comparison to a

set of established standards; none were found in an EFL

context.


Models for the Present Study

• Grosse (1993): 157 syllabi from 144 U.S. universities

• Wilbur (2007) 31 syllabi and instructor surveys

• Conclusions: There is a troubling amount of variety in

content covered, instructor backgrounds, and the ways in

which students are evaluated.


Contextualization: The case of Chile • Recent measures taken by Mineduc / PIAP / CPEIP

• Simce inglés

• Mitigating factors: •  Number of hours of instruction •  Early access to English •  Use of TL vs. NL •  Inevitably, teachers—their level of proficiency and the quality of

their preparation—are called into question.

•  First Standards for Pre-service English Teachers


Related research in Chile •  Glas (2008): one of the recurring themes is the need to update

the methodologies that teachers use to improve student outcomes.

•  Abrahms and Farias (2010): General analysis of 6 programs, diagnosing weaknesses and proposing changes for improvement.

•  Díaz, Martínez, Roa, and Sanhueza (2011): there is very little information in Chile regarding the teaching models and methods that future teachers are taught in their ELT training programs.

•  Seminario de Formación Docente (Dic. 2012): “it is unknown if there are common parameters between one program and another […but] there is interest in defining national parameters […] that will fulfill the needs and expectations of the country”


The Current Study • Within this framework, the aim of the present study is to

provide a broad but in-depth view of what is taught in the methodology courses in Chilean EFL Pedagogy programs.

•  International experience: We see how programs in other contexts have evolved in response to standards and how the standards themselves evolve.

• Challenge and hope: We view this as one part of one step in the inevitable process of evolution of teacher development programs in Chile.


Research Questions • What are the contents of methodology courses in English

Teacher Education programs in Chilean Universities? • What similarities and differences are found in

methodology course content among different universities in Chile?

•  To what extent do methodology courses prepare students to meet the standard indicators related to methodology?

• What are the perceptions of program directors and methodology professors regarding the role of methodology courses, the importance of course content, and the challenges they face related to these courses?


The study

• Mixed methods •  Digital questionnaire:

•  Background information •  Program information •  Methodology course information •  List of methodological contents (classify by level of importance) •  Analysis: (descriptive statistics, mean scores per content item)

•  Course programs: •  Course objectives •  Bibliography (what students read) •  Content (what topics are covered) •  Evaluation system •  Qualitative analysis: inductive approach

•  Analysis of the Standard indicators related to Methodology •  Interviews with Program Directors and Methodology Professors:

•  Complete analysis pending: preliminary thoughts


33 Study plans: Average Methodology courses = 3

Number of Methodology Courses

1 course (1) 2 courses (12) 3 courses (8) 4 courses (11) 5 courses (1)


Participants •  33 universities with Pedagogía en Inglés programs were invited

to participate (49 programs total, considering all campuses)

•  16 universities chose to fully participate: 49% but this number actually covers 61% / 30 of the 49 total programs.

•  41 Methodology/Didactics course programs were analyzed. •  6 progressive practicum programs were also analyzed.

•  24 of the 49 possible Program directors completed the digital survey (49%)

•  42 Methodology professors were identified and invited to

participate. 18 (43%) completed the questionnaire.


16 Universities: General Information •  11 Private / 5 Public •  Average # of methodology courses per study plan: 2.6 •  Average pedagogical hours per course: 4.4 •  Average # of pedagogical hours for all methods courses: 11.7 •  Location in Study plan: range from 1st -9th semester

•  (majority between 5th-8th)

•  Pre-Requisites: •  Language courses: 6 •  Applied Linguistics: 5 •  Evaluation: 2 •  Curriculum: 1 •  None mentioned: 3

•  Previous methodology course for subsequent ones: 10


Limitations and assumptions • We can’t see what is covered in other courses related to

pedagogical knowledge.

• We can’t see how or how well any given topic is covered or the depth of coverage.

•  First Assumption: if it is not explicitly mentioned, it is not addressed.

• Second Assumption: Some objectives or content items, even when covered in more depth in other courses, are impossible to avoid in the methodology courses.


Standards: 59 methodology-related indicators

Area # of indicators Planning 23

Developing skills 21

Student characteristics/Diversity 9

Evaluation 8

Strategies 8

Resources 8

TICS 7

Culture 4


Area # of indicators National Curriculum/ Educ. Policy 4

Integrating content areas 3

Theory (SLA & cognitive processes) 3

Context 3

NEE/Inclusion 2

Methods (post methods) 1

Investigation (reading) 1

Action Research 1

Methodology-related indicators © Annjeanette Martin

Area # of indicators Prof. Dev./Prof. Identity/Dispositions 13

-Reflection 7

-Critical thinking 5

-Collaboration 3

-Continuous development 3

-Creating a motivating positive environment

2

-Being a proficient lang. model 1

Methodology-related indicators © Annjeanette Martin

Program analysis: Objectives

Objective Category # %

Methods 16 100

-9- post-methods/principled eclec. approach 9 56

Planning 15 94

-Activity Design (related to planning) 6 38

Strategies 15 94

Learner Differences/Diversity 11 69

Evaluation (2 for error correction: 13%) 11 69

Theory of SLA 10 63

Micro-teaching 9 56


Program analysis: Objectives Objective Category # %

Educational system 8 50

Resources (materials) 8 50

-Only 2 make reference to text books 2 13

Resources (TICS) 8 50

Context 7 44

Classroom Management 5 31

-Creating a favorable climate 5 31

Culture 2 13

NEE/Inclusion 1 6


Program analysis: Objectives– Dispositions Objective Category # %

Reflection 11 69

Roles and responsibilities 8 50

Critical thinking 7 44

Collaboration/cooperative work 6 38

Autonomy 4 25

Investigation 2 13

Confidence, continuing development, teaching ethics, professional networks

1 6


Program analysis: Content Content Category # %

Methods and approaches 16 100

-Post methods 5 31 Planning 16 100

-Activity Design 6 38 Evaluation 16 100 Resources 13 81

-refer specifically to use of text books 5 31

Classroom Management 13 81

-refer to creating a favorable learning environ. 5 31


Program analysis: Content—Developing skills Content Category # %

Integration of the 4 skills 12 75

Grammar and vocabulary 11 69 Receptive skills 7 44

Productive skills 7 44 Reading skills 6 38 Listening skills 5 31 Pronunciation 5 31

Oral Development 4 25

Writing skills 3 19


Program analysis: Content Content Category # % TICS 12 75 Theory (SLA, cognitive processes) 11 69

Learner variable/characteristics 11 69

Error Correction 10 63

Techniques and Strategies 9 56

Context and learner diversity 8 50

National Curriculum 7 44

-Policy, laws, statutes, standards 2 13 “Culture”—Englishes, lingua franca 2 13


Program analysis: Content (Dispositions) Content Category # %

Reflection 11 69

Roles and responsibilities 8 50

Critical thinking 7 44

Collaboration/cooperative work 6 38

Autonomy 4 25

Investigation 2 13

Confidence, continuing development, teaching ethics, professional networks

1 6


Just for comparison

(Grosse, 1993) (ACTFL 2011 in Huhn, 2012) Content Item % Content Item % Culture 80 CLT 94

Testing 78 Using the TL 93

Methods 76 TICS 93

Dev Oral Proficiency 72 Cultural PPP 91

Lesson planning 67 Making input comprehensible 90

Theories of SLA 47 Making content meaningful 90

Writing 45 Teaching grammar in context 90

Listening 43

Grammar 41


First insights

•  Too much: Traditional methods?

•  Just right: planning, evaluation, strategies, skill development (over all)

• Not quite enough: Context and student differences,

classroom management, reflection, national curriculum/programs, TICS

• Hardly on the map: NEE, culture, content areas; areas like critical thinking, autonomy, collaboration, action research, creating a motivating and positive environment, use of textbooks, post-methods, professional networks


Perceptions of Jefes de Carrera and Methodology Professors: Preliminary findings

•  Jefes de Carrera: •  Highest scoring items:

•  Strategy items •  Planning items •  Reflective thinking items

•  Lowest scoring items: •  Professional networks •  Historical look at methods •  Teaching culture •  Integrating content •  Special needs •  Using the text book

• Methodology Professors: •  Highest scoring items:

•  Planning items •  Recent most relevant methods •  Strategy items

•  Lowest scoring items: •  Teaching culture •  Professional networks •  Historical look at methods •  Use of TICS •  Monitoring one´s own teaching

practice


Preliminary Points of Reflection •  Several of the highest rated content items are aligned with the

standard indicators: planning, strategies for skill development.

•  Jefes de Carrera seem to give more importance to some of the reflective thinking items, but some of these items are given a lower score by methodology professors.

•  There are several low-rated items, not very present in the programs, but reflected in several indicators: Culture, NEE, Content integration.

•  There are several fairly high rated items, not sufficiently present in the programs, but reflected in several indicators: motivation, reflection items.

•  At least one low-rated item, heavily present in the programs, but with few indicators: History of methods.


Questions to consider: •  If we are conceptualizing the act of teaching as a

reflective decision-making process, are we making that explicit enough in our course objectives and are we making enough room for that in course content and the evaluation system?

• How well are we taking into consideration the knowledge and skills teachers (especially novice teachers) will need when they begin teaching in the classroom?


Future related research •  Look at novice in-service teacher perceptions of

importance of methodology content. Sending them the same digital survey…

•  Look at how pre-service teachers are prepared in other areas: language proficiency and the practicum courses.

• Replicating the study in 10 years to see how the standards have influenced methodology course programs.


Program Analysis: Evaluations

% of Total Listed Evaluations Tests

Micro-teaching

Portfolio

Readings

Lesson plans

Oral presentations

Research

Talleres

Material Elaboration

Other: proyects, homework,


Other results: Pre-requisites

0 10 20 30 40 50 60 70

Knowledge Methodology Professors think students need


Do students come with the knowledge they need?

What do Meth. Profs think?

Come with necessary knowledge

Do not come with knowledge


Is there enough time in methodology?

Enough hours?

Yes No


How many students are in a methodology class?

Fewer than 15 15-20 20-30 over 30


Selected bibliography Abrahams, M. J., & Farias, M. (2010). Struggling for change in Chilean EFL teacher education.

Colombian Applied Linguistics Journal, 12(2), 110-118. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language

teachers think, know, believe, and do. Language Teaching, 36, 81-109. Cooper, T. C. (2004). How foreign language teachers in Georgia evaluate their professional

preparation: A call for action. Foreign Language Annals, 37(1), 37-48. Crookes, G. (1997). What influences what and how second and foreign language teachers

teach? The Modern Language Journal, 81(1), 67-79. Dhonau, S., McAlpine, D. C., & Shrum, J. L. (2010). What is taught in the foreign language

methods course? The NECTFL Review, 66, 73-95. Díaz, C., Martínez, P., Roa, I., & Sanhueza, M. G. (2010). Una fotografía de las cogniciones de

un grupo de docentes de inglés de secundaria acerca de la enseñanza y aprendizaje del idioma en establecimientos educacionales públicos de Chile. Folios, 31, 69-80.

García, P. A., Hernández, T. A., & Davis-Wiley, P. (2010). Preparing tomorrow´s world language teacher today: The case for seamless induction. The NECTFL Review, 65, 22-51.

Glas, K. (2008). El inglés abre puertas…¿a qué? Análisis del discurso sobre la enseñanza del inglés en Chile. Revista Educación y Pedagogía, 20(51), 111-122.

Grosse, C. U. (1993). The foreign language methods course. The Modern Language Journal, 77(3), 303-312.

Henrichsen, L. & Tanner, M. (2011). Creating learning outcomes for a TESOL teacher preparation program. TESOL Journal 2(4), 394-422.


Hlas, A. C. & Conroy, K. (2010). Organizing principles for new language teacher educators: The methods course. The NECTFL Review, 65, 52-66.

Huhn, C. (2012). In search of innovation: Research on effective models of foreign language teacher preparation. Foreign Language Annals, 45(S1), 163-183.

Lange, D. L. & Sims, W. R. (1990). Minnesota foreign language teachers´ perceptions of the pre-professional preparation. The Modern Language Journal, 74(3), 297-310.

Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131-153.

Raymond, H. C. (2002). Learning to teach foreign languages: A case of six preservice teachers. NECTFL Review, 51, 16-26.

Tedick, D. J., & Walker, C. L. (1994). Second language teacher education: The problems that plague us. The Modern Language Journal, 78(3), 300-312.

Tedick, D. J. & Walker, C. L. (1995). From theory to practice: How do we prepare teachers for second language classrooms? Foreign Language Annals, 28(4), 499-517.

Vélez-Rendón, G. (2002). Second language teacher education: A review of the literature. Foreign Language Annals, 35(4), 457-467

Vélez-Rendón, G. (2006). From student to teacher: A successful transition. Foreign Language Annals, 39(2), 320-333

Watzke, J. L. (2007). Foreign language pedagogical knowledge: Toward a developmental theory of beginning teacher practices. The Modern Language Journal, 91(1), 63-82.

Wilbur, M. L. (2007). How foreign language teachers get taught: Methods of teaching the methods course. Foreign Language Annals, 40(1), 79-101.

Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher preparation research: An insider´s view from the outside. Journal of Teacher Education, 53, 190-204.


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METHODOLOGY COURSES IN CHILEAN EFL TEACHER TRAINING PROGRAMS · METHODOLOGY COURSES IN CHILEAN EFL TEACHER TRAINING PROGRAMS Annjeanette Martin Ana María Reyes Ezia Valenzuela !