Click here to load reader
Upload
angela-rickard
View
643
Download
0
Embed Size (px)
DESCRIPTION
Presentation made to the Educational Studies Association of Ireland (EASI) Conference 2011
Citation preview
Vitall Project Video Ideas for Teaching & Learning Languages
A partnership approach to professional development of language teachers
Céline Healy, Kevin McDermott Angela Rickard & Karen Ruddock
ESAI Conference: 15th April 2011
• Who?
– Education Department, NUI Maynooth;
– Post-Primary Languages Initiative (PPLI);
– Professional Development Service for Teachers Languages Section (PDST);
– Portlaoise Education Centre;
– National Digital Learning Repository (NDLR) [project funding support];
– Language teachers & learners.
• What?
– Open online archive of short video recordings
– language teaching ideas
– real classrooms in Ireland.
• Why? – Professional development of pre-service and
in-service Modern Languages teachers– Links to other language teachers (esp. lesser
taught languages)– Encourage & support innovative, active
methodologies – Capturing authentic classroom practice– Provide a focus for reflection & discussion of
teaching & learning
• How exactly?
– Agreed broadly the themes & list of teachers to be approached (based on ‘insider knowledge’)
– Schools contacted, times agreed, etc.
– Teachers’ ‘thinking about language teaching’
• Living Theory
• Appreciative inquiry
– Recordings, edits, discussions, revisions…
• Raising questions about what is ‘innovative’…
• A forum for cooperation & dialogue: – within and between different language associations &
subject depts. in schools
• Link pre-service and in-service language teachers and methodology lecturers
• Establishing links among methodology lecturers across different Schools of Education – Students – Lecturers
• Professional development of TP supervisors– Concrete samples of good practice
• Value to other subjects/disciplines
Questions emerging?
• How is innovative practice supported and encouraged in schools?
• How is this captured and, indeed, who defines innovative practice in the first place?
• What informs the choice of topic for recording?
• How do we reckon success or the educative value of the classroom interactions?
• How are teachers facilitated to become critics of their own practice?