Design & Design & Implementation of In-Implementation of In-

Service Teacher Service Teacher TrainingTraining

Peter BeechPeter Beech

Stages of DevelopmentStages of Development

Pre-Service

On-GoingInitial In-Service

Pre-Service TrainingPre-Service Training

Qualification

Entry LevelEntry Level

• Entrants should already be qualified Entrants should already be qualified with an entry-level certificate…with an entry-level certificate…

• ……but will still have different training but will still have different training needs from their more experienced needs from their more experienced colleaguescolleagues

In-Service Training In-Service Training

Initial INSET includes some of the Initial INSET includes some of the same elements as pre-service same elements as pre-service training:training:– Guided Lesson PlanningGuided Lesson Planning– Lesson Observation & FeedbackLesson Observation & Feedback

• Of experienced teachersOf experienced teachers• By experienced teachersBy experienced teachers

– Workshops Linking Theory & PracticeWorkshops Linking Theory & Practice

Academic & PracticalAcademic & Practical

Classroom PracticeTheoretical Linguistics

Training should:

• provide a link to theoretical developments in the academic disciplines

•Overcome the distance between theoretical linguistics and classroom practice

•Promote action research

In-Service TrainingIn-Service Training

Initial INSET adds to pre-service Initial INSET adds to pre-service training:training:– InductionInduction– DevelopmentDevelopment

Novice teachers analyse their classroom Novice teachers analyse their classroom practice in terms of theoretical inputs:practice in terms of theoretical inputs:

– MethodologyMethodology– Teaching SkillsTeaching Skills– Lesson PlanningLesson Planning

On-Going Teacher On-Going Teacher DevelopmentDevelopment

Teachers can:Teachers can:• Conduct classroom researchConduct classroom research• Examine their own teachingExamine their own teaching• Explore ideas of best practice in Explore ideas of best practice in

their own contexttheir own context• Share experience with peersShare experience with peers

Factors in PlanningFactors in Planning

• Location – at school or training Location – at school or training centrecentre

• Facilitators – experienced teachers Facilitators – experienced teachers at school or expert teacher trainersat school or expert teacher trainers

• Timing & DurationTiming & Duration

DesignDesign

• ModularModular– Core modules + optionsCore modules + options

• Individual workIndividual work– Portfolio Portfolio – Self-AssessmentSelf-Assessment

• Collaboration with peers & trainersCollaboration with peers & trainers

CombinationCombination

• Occasional intensive input from Occasional intensive input from trainers trainers

• On-going part-time support from On-going part-time support from DOSDOS

• The course should be integrated into The course should be integrated into the ongoing process of teacher the ongoing process of teacher developmentdevelopment

DesignDesign

The design of the initial INSET The design of the initial INSET programme will depend upon the programme will depend upon the participants’ pre-service training in participants’ pre-service training in order to meet their various needs order to meet their various needs appropriately.appropriately.

DesignDesign

• The methodology of the training The methodology of the training programme should reflect the programme should reflect the methodologies employed by the methodologies employed by the school – a training session on CLT school – a training session on CLT shouldn’t be a lecture.shouldn’t be a lecture.

• If the trainers come from outside the If the trainers come from outside the institution, they should have institution, they should have knowledge and experience of the knowledge and experience of the local situation.local situation.

Goals

Individual GoalsInstitutional Goals

GoalsGoals

Short termShort term

• Centred on Centred on effective classroom effective classroom practice for new practice for new teachersteachers

Long termLong term

• Individual development

• Institutional development

• Sharing of best practice

Lesson PlanningLesson Planning

Guided planning of individual lessons Guided planning of individual lessons as in PRESETas in PRESET

Syllabus planning Syllabus planning

Lesson ObservationLesson Observation

• Guided observation of experienced Guided observation of experienced teachersteachers

• Focus on specific techniquesFocus on specific techniques• Feedback from observation of new Feedback from observation of new

teachersteachers

Tools of ObservationTools of Observation

• Video or audio recordings of lessonsVideo or audio recordings of lessons

experienced teacherexperienced teacher

novice teachernovice teacher

self-observationself-observation• Observation guidelinesObservation guidelines• ChecklistsChecklists

Observation FeedbackObservation Feedback

• Feedback techniques must be Feedback techniques must be appropriate to the developmental appropriate to the developmental stage of the (trainee) teacher.stage of the (trainee) teacher.

• Observation feedback for INSET Observation feedback for INSET should be less directive than in should be less directive than in PRESET.PRESET.

Observation FeedbackObservation Feedback

• Avoid being judgmentalAvoid being judgmental• Give objective statements of Give objective statements of WHATWHAT

happenedhappened• Get teachers to consider the Get teachers to consider the HOWHOW

and the and the WHYWHY

Tools for ReflectionTools for Reflection

• Stimulated recallStimulated recall• Reflection on feedbackReflection on feedback• Teaching journalTeaching journal

Observing Experienced Observing Experienced TeacherTeacher

• Share varying methodological Share varying methodological approaches to the syllabus and approaches to the syllabus and materials used in the institution.materials used in the institution.

Observing Novice Observing Novice TeacherTeacher

• Starting from existing state to Starting from existing state to enable each person to become the enable each person to become the best teacher (s)he can bebest teacher (s)he can be

• Not aiming at an abstract ideal of Not aiming at an abstract ideal of the perfect teacher.the perfect teacher.

• Observed teacher can choose to Observed teacher can choose to focus on specific areas of weakness – focus on specific areas of weakness – and set personal aims for next TP.and set personal aims for next TP.

DevelopmentDevelopment

• The point of departure for The point of departure for development must be where the development must be where the participants are. The course must participants are. The course must build on the novice teachers’ build on the novice teachers’ existing knowledge and practice and existing knowledge and practice and help them gradually to integrate new help them gradually to integrate new ideas, approaches and practical ideas, approaches and practical methods.methods.

DevelopmentDevelopment

• Training shouldn’t be a simple Training shouldn’t be a simple transmission of ideas from the transmission of ideas from the trainertrainer

• Training should be appropriate to Training should be appropriate to each person’s teaching style and each person’s teaching style and context of work.context of work.

DevelopmentDevelopment

• Participants must be helped in the Participants must be helped in the practical application of the new practical application of the new theories they’re exposed to.theories they’re exposed to.

• They should be supported in They should be supported in developing tools to implement their developing tools to implement their own ideas, not just adopt ideas and own ideas, not just adopt ideas and materials presented in the training materials presented in the training programme.programme.

DevelopmentDevelopment

Training initiatives should: Training initiatives should: • take a long-term view of PD take a long-term view of PD

throughout the career of each teacherthroughout the career of each teacher• Encourage teachers to be self-directedEncourage teachers to be self-directed• Combine with other on-going PD Combine with other on-going PD

activities:activities:– JournalJournal– Peer observationPeer observation

EvaluationEvaluation

• The aims and objectives of the The aims and objectives of the programme should be formulated programme should be formulated through negotiation with all through negotiation with all stakeholders and subject to feedback stakeholders and subject to feedback and evaluation by all stakeholders in and evaluation by all stakeholders in terms of its stated objectivesterms of its stated objectives

• Evaluation of the programme is Evaluation of the programme is distinct from evaluation of distinct from evaluation of participantsparticipants